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Fostering Critical Reflection in The Frame of Transformative Learning in Adult Education: Italian and Nigerian Comparative Case Studies

Tajudeen Akinsooto
Obafemi Awolowo University, Nigeria - ORCID: 0000-0001-9375-1177

Concetta Tino
University of Padua, Italy - ORCID: 0000-0002-5397-9473

Monica Fedeli
University of Padua, Italy - ORCID: 0000-0002-8099-0432


Critical reflection (CR) is an important process for making decisions on complex issues that influence individuals and societal life. The ability to inform our perceptions and thoughts through the results of critical reflection on our assumptions is fundamentally important in order to face the challenges connected to adult life (Kreber, 2012). Under the perspective of transformative learning (Mezirow & Associates, 2000), the paper discusses the similarities and differences between the ways in which the Italian and Nigerian higher education systems support students’ critical reflection. The results show how the two systems are on the right track to implementing the process at the micro and meso levels.
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Keywords: Critical reflection, transformative learning, comparative studies



Pages: 165-180

Published by: Firenze University Press

Publication year: 2020

DOI: 10.36253/978-88-5518-155-6.11

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© 2020 Author(s)
Content licence CC BY 4.0
Metadata licence CC0 1.0


Publication year: 2020

DOI: 10.36253/978-88-5518-155-6.11

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© 2020 Author(s)
Content licence CC BY 4.0
Metadata licence CC0 1.0


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Akinsooto, T.; Tino, C.; Fedeli, M.; 2020; Fostering Critical Reflection in The Frame of Transformative Learning in Adult Education: Italian and Nigerian Comparative Case Studies. Firenze, Firenze University Press.


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