Journal of Transformative Education

Journal of Transformative Education

Chad Hoggan North Carolina State University
Fergal Finnegan Maynooth University, National University of Ireland
Kaisu Mälkki University of Helsinki, Finland

Other Titles in:
Education | Higher Education

eISSN: 15527840 | ISSN: 15413446 | Current volume: 15 | Current issue: 2 Frequency: Quarterly

Call For Papers - click here.

The Journal of Transformative Education (JTED) is a peer-reviewed, scholarly journal focused on advancing the understanding, practice, and experience of transformative education. Transformative education is defined as those educational practices that are informed by transformative learning theory and that foster deep engagement with and reflection on our taken-for-granted ways of viewing the world, resulting in fundamental shifts in how we see and understand ourselves and our relationship with the world.

The Journal of Transformative Education invites researchers from a wide array of disciplines whose work reflects this overall aim and scope to submit original research, reviews and topical dialogue and communication on all aspects of transformative education and learning. These disciplines include but are not limited to:

  • Adult education and lifelong learning
  • Change, transition, and transformation
  • Management and corporate education
  • Educational and humanistic psychology
  • Experiential education
  • Holistic education
  • Organizational development, learning, and psychology
  • Social change

JTED is particularly interested in articles that seek to test, build on, and elaborate existing theoretical perspectives on transformative learning, that demonstrate innovate and creative applications of the theory in practice contexts, and that explore the international and cross-cultural issues of the theory and practice of transformative learning.

The journal seeks to deliver high academic quality in an engaging, thought-provoking, participative, and reflexive scholarly discourse across the spectrum of issues which transformational education encompasses, including

  • Individual experience
  • Educational and institutional process
  • Formal and informal purposes
  • Venues for transformative education
  • Cultural issues
  • Social context

The journal is global in scope and content and is diverse in its approaches and topics - drawing from theory, research, practice, individual experience, and retrospective insight from past major theorists.


The Journal of Transformative Education (JTED) is a peer-reviewed, scholarly journal focused on advancing the understanding, practice, and experience of transformative education. The journal seeks to deliver high academic quality in an engaging, thought-provoking, participative, and reflexive discourse across the spectrum of issues which transformational education encompasses. Those issues include individual experience, educational and institutional processes, formal and informal purposes and venues for such education, and cultural issues such as accessibility and social context for transformative education. The journal is global in scope and content and is diverse in its approaches and topics - drawing from theory, research, practice, individual experience, and retrospective insight from past major theorists.

The journal covers transformative education and related work in the following disciplines and fields of study:

  • Adult Development
  • Adult Education
  • Change, Transition and Transformation
  • Corporate Education
  • Educational Psychology
  • Experiential Education
  • Holistic Education
  • Humanistic Psychology
  • Lifelong Learning
  • Management Education and Development
  • Organizational Development
  • Organizational Learning
  • Organizational Psychology
  • Rehabilitation
  • Social Change
  • Transformative Learning
Founding Editors
Laura Markos WrittenHouse: Coaching Compelling Written Voice
Will McWhinney Enthusion Inc, Venice, CA
Book Review Editor
Beth Fisher-Yoshida Columbia University
Managing Editor
Tracy Kachur North Carolina State University, USA
Consultant Editors
Michel Alhadeff-Jones Teachers College, Columbia University
Lisa Baumgartner Texas A & M University
Jim Berger Western Kentucky University
Laura L. Bierema University of Georgia
Marcie Boucouvalas Virginia Polytechnic Institute and State University
Patricia Boverie University of New Mexico
Shauna Butterwick University of British Columbia
Ronald M. Cervero University of Georgia
Maureen Coady St. Francis Xavier University
Laurence Cohen Retired Educator
Simone C. O. Conceição University of Wisconsin-Milwaukee
Frank Conner Grand Rapids Community College
Joellen E. Coryell Texas State University
Ann Curry-Stevens Portland State University
Dean Elias Saint Mary's College of California
Leona M. English St. Francis Xavier University
Beth Fisher-Yoshida Columbia University
Michelle Glowacki-Dudka Ball State University
Jason Goulah DePaul University
Maureen Hall University of Massachusetts, Dartmouth
Tobin Hart University of West Georgia
Tom Heaney National-Louis University
Lilian H. Hill University of Southern Mississippi
Steven Hodge Griffith University
Barbara Hooper Colorado State University
Catherine Irving St. Francis Xavier University
Christine Jarvis University of Huddersfield
Juanita Johnson-Bailey University of Georgia
Elizabeth Kasl California Institute of Integral Studies
Andrew Kitchenham University of Northern British Columbia
Alexis Kokkos Hellenic Open University
Jessica Kovan Professional Artist and Educator
David Lane Professional Development Foundation
Elizabeth A. Lange St. Francis Xavier University
Randee Lipson Lawrence National-Louis University
Laura Markos WrittenHouse: Coaching Compelling Written Voice
Victoria J. Marsick Columbia University
Peter Mayo University of Malta, Malta
Marie C. McCormick Marywood University
Olutoyin Mejiuni Obafemi Awolowo University
Sharan B. Merriam University of Georgia
Alfonso Montuori California Institute of Integral Studies
Aliki Nicolaides University of Georgia, USA
Peggy Gabo Ntseane University of Botswana
Ilango Ponnuswami Bharathidasan University
Michael Poutiatine Gonzaga University
Robin Redmon Wright Penn State Harrisburg
Tonette S. Rocco Florida International University, FL
Carole Roy Arizona State University
Meaghan Ruddy The Wright Center for GME
Roger Schank Carnegie Mellon University
Steven A. Schapiro Fielding Graduate University
Ellen Scully-Russ The George Washington University
Janice Sealey CREATE Corporation
Riyad A. Shahjahan Michigan State University
Vanessa Sheared San Francisco State University
Genét Simone Western Washington University
Julie Sinclair Michigan State University
Regina O. Smith University of Wisconsin-Milwaukee
Nancy Southern Saybrook University
Qi Sun University of Tennessee, Knoxville
Ann L. Swartz Penn State Harrisburg
Michele Tanaka University of Victoria
Edward Taylor Pennsylvania State University-Harrisburg
Kathleen Taylor St. Mary's College of California
Mark Tennant University of Technology, Sydney
Elizabeth J. Tisdell Penn State Harrisburg
Susan Tons Baker College
Carlos Alberto Torres University of California, Los Angeles
Alan Tuckett University of Wolverhampton
Allyson Washburn National University
Ilene Wasserman ICW Consulting Group
Karen Watkins University of Georgia, USA
Steven Weiland Michigan State University
Linden West Canterbury Christ Church University
Peter Willis University of South Australia
Lyle Yorks Columbia University
Jeff Zacharakis Kansas State University
Linda A. Ziegahn University of California, Davis
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  • Submit your article at

    The maximum length for most manuscripts is 7,500 words. Articles should be submitted as a Word file in Times New Roman font, size 12, with one-inch margins.

    The title page should contain:

    • Manuscript title;
    • Full names, institutional affiliations and positions of authors;
    • Complete contact information for all authors including phone, fax, e-mail, and mailing address;
    • Acknowledgement of formal contributions to the work by others, if any; and
    • Statement of place and date of any previous oral presentation of the paper.

    The first page of text should include an abstract of no more than 150 words. The names of the authors should only appear on the title page.

    Style should follow American Psychological Association (APA) (6th Edition) guidelines.

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