Increments of Transformation From Midnight to Daylight

Abstract

Drawing from the qualitative tradition of narrative inquiry, and situated in an online learning environment at a historically Black college or university, this study explores the potential transformative impact of an original teaching philosophy from the perspectives of a tenure-track assistant professor and four former, nontraditional undergraduate students of age 28–62. We use our experiences to investigate (a) how we made practical meaning of the teaching philosophy? (b) what we learned about ourselves? and ultimately (c) whether we might have been (trans)formed in the process? When analyzed through the framework of Jack Mezirow’s theory of transformative learning, our narratives offer evidence of transformative learning that is at least incremental in nature.