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Journal of Transformative Education

Journal of Transformative Education

eISSN: 15527840 | ISSN: 15413446 | Current volume: 20 | Current issue: 1 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
Chad Hoggan North Carolina State University, USA
Fergal Finnegan National University of Ireland, Maynooth
Founding Editors
Laura Markos WrittenHouse: Coaching Compelling Written Voice
Will McWhinney Enthusion Inc, Venice, CA, USA
Book Review Editor
Junghwan Kim Texas A&M University, USA
Managing Editor
Somanita Kheang North Carolina State University, USA
Consulting Editors
Michel Alhadeff-Jones Teachers College, Columbia University, USA
Lisa Baumgartner Texas State University, USA
Jim Berger Western Kentucky University, USA
Laura L. Bierema University of Georgia, USA
Marcie Boucouvalas Virginia Polytechnic Institute and State University, USA
Patricia Boverie University of New Mexico, USA
Shauna Butterwick University of British Columbia, Canada
Ronald M. Cervero University of Georgia, USA
Maureen Coady St. Francis Xavier University, Canada
Simone C. O. Conceição University of Wisconsin-Milwaukee, USA
Frank Conner Grand Rapids Community College, USA
Joellen E. Coryell Texas State University - San Marcos, USA
Ann Curry-Stevens Portland State University, USA
Dean Elias Saint Mary's College of California, USA
Leona M. English St. Francis Xavier University, Canada
Beth Fisher-Yoshida Columbia University, USA
Laura Formenti University of Milano-Bicocca, Italy
Thomas Fuhr Freiburg University of Education, Germany
Dan Glisczinski University of Minnesota, Duluth, USA
Michelle Glowacki-Dudka Ball State University, USA
Jason Goulah DePaul University, USA
Maureen Hall University of Massachusetts, Dartmouth, USA
Tobin Hart University of West Georgia, USA
Tom Heaney National-Louis University, USA
Lilian H. Hill University of Southern Mississippi, USA
Steven Hodge Griffith University, Australia
Barbara Hooper Colorado State University, USA
Catherine Irving St. Francis Xavier University, Canada
Christine Jarvis University of Huddersfield, UK
Juanita Johnson-Bailey University of Georgia, USA
Elizabeth Kasl Independent Scholar, USA
Andrew Kitchenham University of Northern British Columbia, Canada
Alexis Kokkos Hellenic Open University, Greece
George Koulaouzidis Hellenic Open University, Greece
Jessica Kovan Professional Artist and Educator
David Lane Professional Development Foundation, UK
Elizabeth A. Lange St. Francis Xavier University, Canada
Randee Lipson Lawrence National-Louis University, USA
Kaisu Mällki University of Helsinki, Finland
Laura Markos WrittenHouse: Coaching Compelling Written Voice
Victoria J. Marsick Columbia University, USA
Peter Mayo University of Malta, Malta
David McCormack Maynooth University, Ireland
Marie L. McCormick Marywood University
Olutoyin Mejiuni Obafemi Awolowo University
Sharan B. Merriam University of Georgia, USA
Alfonso Montuori California Institute of Integral Studies, USA
Aliki Nicolaides University of Georgia, USA
Peggy Gabo Ntseane University of Botswana, Botswana
Ilango Ponnuswami Bharathidasan University, India
Michael Poutiatine Gonzaga University, USA
Robin Redmon Wright Penn State Harrisburg, USA
Tonette S. Rocco Florida International University, USA
Carole Roy St. Francis Xavier University, Canada
Meaghan Ruddy The Wright Center for GME, USA
Roger Schank Carnegie Mellon University, USA
Steven A. Schapiro Fielding Graduate University, USA
Ellen Scully-Russ The George Washington University, USA
Janice Sealey CREATE Corporation
Riyad A. Shahjahan Michigan State University, USA
Vanessa Sheared San Francisco State University, USA
Genét Simone Western Washington University, USA
Julie Sinclair Michigan State University, USA
Regina O. Smith University of Wisconsin-Milwaukee, USA
Nancy Southern Saybrook University, USA
Qi Sun University of Tennessee, Knoxville, USA
Ann L. Swartz Penn State Harrisburg, USA
Michele Tanaka University of Victoria, Canada
Edward Taylor Pennsylvania State University-Harrisburg, USA
Kathleen Taylor St. Mary's College of California
Mark Tennant University of Technology, Sydney, Australia
Lyn Tett University of Huddersfield, UK
Elizabeth J. Tisdell Penn State Harrisburg, USA
Susan Tons Baker College Center for Graduate Studies, USA
Carlos Alberto Torres University of California, Los Angeles, USA
Alan Tuckett (Emeritus) University of Wolverhampton, UK
Allyson Washburn National University, USA
Ilene Wasserman ICW Consulting Group, USA
Karen Watkins University of Georgia, USA
Steven Weiland Michigan State University, USA
Linden West Canterbury Christ Church University, UK
Peter Willis University of South Australia, Australia
Lyle Yorks Columbia University, USA
Jeff Zacharakis Kansas State University, USA
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  • Submit your article at

    JTED uses an anonymous review process. Therefore, all authors listed on the manuscript must not self-identify anywhere in the manuscript. The manuscript must be no more than 7,500 words. The word count includes title, abstract, keywords, main article, references, and any supplementary material included with the submission.

    We do not accept unsolicited book reviews. For inquiries about the book review process and its submission, please contact our Managing Editor at

    An exception for the word count can be granted in certain instances, but only after approval from the editor(s). Articles must be submitted in a Word document, 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;
    • Acknowledgment 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 must follow American Psychological Association (APA) (7th Edition) guidelines. All submission must be double spaced and use 1 inch margins on all sides of the document. The reference page should be double spaced with a hanging indent for the second line of the reference. APA's style website at is a great resource for guidance on guidelines. 

    Letters to the Editor: Journal of Transformative Education encourages dialogue and communication on the subject of transformative education. Please e-mail the editor at

    Authors who would like to refine the use of English in their manuscripts might consider using the services of a professional English-language editing company. We highlight some of these companies at

    Please be aware that SAGE has no affiliation with these companies and makes no endorsement of them. An author's use of these services in no way guarantees that his or her submission will ultimately be accepted. Any arrangement an author enters into will be exclusively between the author and the particular company, and any costs incurred are the sole responsibility of the author.

    If you or your funder wish your article to be freely available online to nonsubscribers immediately upon publication (gold open access), you can opt for it to be included in SAGE Choice, subject to payment of a publication fee. The manuscript submission and peer review procedure is unchanged. On acceptance of your article, you will be asked to let SAGE know directly if you are choosing SAGE Choice. To check journal eligibility and the publication fee, please visit SAGE Choice. For more information on open access options and compliance at SAGE, including self author archiving deposits (green open access) visit SAGE Publishing Policies on our Journal Author Gateway.


    As part of our commitment to ensuring an ethical, transparent and fair peer review process SAGE is a supporting member of ORCID, the Open Researcher and Contributor ID. ORCID provides a unique and persistent digital identifier that distinguishes researchers from every other researcher, even those who share the same name, and, through integration in key research workflows such as manuscript and grant submission, supports automated linkages between researchers and their professional activities, ensuring that their work is recognized.

    The collection of ORCID iDs from corresponding authors is now part of the submission process of this journal. If you already have an ORCID iD you will be asked to associate that to your submission during the online submission process. We also strongly encourage all co-authors to link their ORCID ID to their accounts in our online peer review platforms. It takes seconds to do: click the link when prompted, sign into your ORCID account and our systems are automatically updated. Your ORCID iD will become part of your accepted publication’s metadata, making your work attributable to you and only you. Your ORCID iD is published with your article so that fellow researchers reading your work can link to your ORCID profile and from there link to your other publications.

    If you do not already have an ORCID iD please follow this link to create one or visit our ORCID homepage to learn more.

    For more information, please refer to the SAGE Manuscript Submission Guidelines.

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