Global Journal of Transformative Education <p>GJTE is an open-source, peer reviewed journal created to share research and practical applications related to transformative education in the entire spectrum of educational settings around the world. Authors are invited to submit manuscripts describing scholarly research, teaching strategies, curriculum frameworks. and reviews of educational resources that support transformative teaching and learning in PK-20 schools and adult education programs. ISSN&nbsp;2640-1533.</p> Global Institute for Transformative Education, Inc. en-US Global Journal of Transformative Education 2640-1533 <p>The Global Journal of Transformative Education (the “Publisher”) and the Author(s) agree as follows:</p> <p>1. 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Licensing and Reuse: Unless another option is selected below, reuse of the published Work will be governed by a Creative Commons Attribution – NonCommercial NonDerivative 4.0 International License ( This license lets other us contents of the Work without revision, although new works must acknowledge the original Global Journal of Transformative Education publication and be non-commercial; they do not have to be licensed on the same terms. (Author understands that this license permits other users to modify the Work in copies shared publicly.)</p> <p>&nbsp;</p> Introduction: Proceedings of the World Conference on Transformative Education (WCTE) in Kakamega, Kenya July 26-28, 2018 <p>Introduction to the first issue of the <em>Global Journal of Transformative Education</em>, written by Editors in Chief, Michael T. Ndemanu and Serafin M. Colonel-Molina.</p> Michael T. Ndemanu Serafin M. Colonel-Molina ##submission.copyrightStatement## 2019-03-14 2019-03-14 1 1 1 4 10.14434/gjte.v1i1.26970 Nutrition Transition in Africa: Consequences and Opportunities <p>Nutrition transition, defined as a shift in dietary patterns and energy expenditure, is a major concern worldwide and especially in low and middle-income countries. Nutrition transition is linked to an increased prevalence of metabolic disorders and non-communicable diseases such as obesity, diabetes and cardiovascular diseases. In regions such as the sub-Saharan Africa, prevalence of overweight and obesity has steadily increased in the recent years despite the high prevalence of hunger and malnutrition. Factors that have contributed to nutrition transition include urbanization, socio-economic developments and technological advancements. Food consumption in some households has shifted to diets rich in fats and oils, calorie-based sweeteners, and animal-based products high in saturated fats (referred to as “western diets”), from traditional African diets based on legumes, whole grain products and traditional vegetables.&nbsp; Opportunities to slow down the effects of nutrition transition in Africa may exist through education and policy changes that are culturally sensitive. &nbsp;</p> Teresia Mbogori Winnie Mucherah ##submission.copyrightStatement## 2019-01-13 2019-01-13 1 1 5 10 10.14434/gjte.v1i1.26141 Examining Child Development from an African Cultural Context <p>Human development is multifaceted and characterized by physical, cognitive, social and emotional aspects. This development is strongly shaped by one’s socio-cultural context. It’s impossible to separate one’s culture explaining their development fully. For example, constructs like motivation for academic achievement, self-concept, self-esteem, and identity development can only be adequately understood within one’s social-cultural contexts. What motivates a student in Kenya to achieve academically may be different from what motivates a student in the US to achieve. &nbsp;Unfortunately most frames of reference in explaining “optimal” development seem to be based on Western and/or European standards. Most examples in textbooks are Western or European based, hardly any from an African perspective, unless it’s explaining “inadequate” development. Clearly, there is a need for transformation in the education system on the continent of Africa. This paper will address five key aspects of child development that needs to be critically examined within the African context.</p> Winnie Mucherah Teresia Mbogori ##submission.copyrightStatement## 2019-02-12 2019-02-12 1 1 11 17 10.14434/gjte.v1i1.26140 Problem-Based Learning for Responsive and Transformative Teacher Professional Development <p>Educational reform should include teacher professional development (PD) to help educators learn how to implement new programs. This article shares a research-tested model of PD that uses the analytic framework of Problem-Based Learning (PBL) to support professional learning. Evidence suggests that PBL is effective in changing content knowledge and pedagogical practice. To teach content, facilitators engage teachers in learning activities designed using common PBL structures. Stories about authentic phenomena present problems associated with specific concepts. Learners work in groups to analyze problems, seek additional information, and construct plausible solutions. This same approach can support Professional Learning Communities (PLCs) to help teachers examine and revise their own teaching. In this model, teachers collaborate to identify “problems of teaching.” The group uses PBL to analyze information and solutions. Teachers research teaching strategies, test a proposed strategy, and analyze evidence to build new understandings of teaching.</p> Tom J. McConnell Joyce M. Parker Jan Eberhardt ##submission.copyrightStatement## 2019-01-28 2019-01-28 1 1 18 25 10.14434/gjte.v1i1.25848 Constructing a Dual-Subjectivity <p>This article explores the outcomes of using participatory action research with youth (YPAR) as an entry point into Africana Studies. The author draws from empirical research and anecdotal narratives to document a program where youth of African descent in the US engage in Ethnic Studies through the lens of action research. Beginning with a tracing of the development of Ethnic Studies in the US, the author shows how combining Ethnic Studies and YPAR builds a dual-subjectivity within youth where they are subjects of their own curricular exploration and simultaneously developing a subjectivity as researchers and knowledge producers. The article highlights three major implications of this dual-subjectivity for the political agency of youth of African descent living in a midsized US city.</p> Brian David Lozenski ##submission.copyrightStatement## 2019-02-23 2019-02-23 1 1 26 37 10.14434/gjte.v1i1.26142 Anthropological Methods in Curriculum Instruction for Learners in Informal Education for Abagusii of South Western Kenya <p>Abagusii used methods known as anthropological for transformative education. Anthropological methods refer to indigenous ways for impacting knowledge and skills to children in the society. The methods differed in content and technique, but transformative education was moral, progressive, gradual and practical. The problem learners are ignoring anthropological methods because are indigenous and suppress transformative education for instance in acquiring university education, cannot adjust in the society. The objective is to examine the best approach to integrate, anthropological methods in curriculum development in educational system. The research employed survey method and data collected through questionnaire technique. Results indicates Abagusii have discarded anthropological methods for transformative education. The research paper concludes anthropological methods were transformative, effective and efficient in education since content was retained for long period by the learners. It recommends curriculum developers to incorporate them in the teaching-learning process in schools.</p> Gilbert Nyakundi Okebiro ##submission.copyrightStatement## 2019-02-13 2019-02-13 1 1 38 45 10.14434/gjte.v1i1.26125 Adult Education and Dialogue <p>Knowledge is built upon personal experiences and the information to which we have access. My area of research is in communicating the language of business (accounting) to non-business learners.&nbsp; I’ve found that both communication and motivation are primary factors in transformational learning.&nbsp; To this end, research has shown that project-based education improves student skills, and transforms the traditional classroom for both teachers and students. &nbsp;Combining project-based education with adult dialogue education provides a transformative method of education that encourages student-driven, collaborative project-based learning as well as opportunities for teachers to reflect upon their epistemology and pedagogy.</p> Antonette Lorraine McCaster ##submission.copyrightStatement## 2019-01-15 2019-01-15 1 1 46 51 10.14434/gjte.v1i1.25920 Inclusive Practice and Transformative Leadership Are Entwined <p>Inclusive Education (IE) is arguably a popular discourse in education systems as, not merely a concept that addresses needs of Learners with Special Needs (LSEN), but rather a relatively broad approach, continuous process that looks into how to transform both formal and non-formal education systems and other learning environments to respond to diversity. IE is placed at the core of&nbsp;&nbsp; human rights movement, Education for All (EFA) and social equity agenda with lots of educational social and economic premiums attached to this movement. While a lot is documented on the factors that slows down the progress towards more inclusive schools&nbsp;&nbsp; in Kenya, less is known about leadership acumen of school leaders yet, the art and science of transformation of the school into an effective inclusive environment squarely lies in the province of school leaders. This &nbsp;theoretical review is underpinned in the social model of disability. Based on personal inquiries, consultations with researchers in the area of transformative education&nbsp; and&nbsp; an extensive review&nbsp; of World Wide Web of organizations, databases, references, and on-line publications of&nbsp; empiric literature on transformative leadership, education management&nbsp; and inclusive education, this paper provides evidence that&nbsp; inclusive IE&nbsp; and transformative leadership are closely knit .It urges that IE initiatives geared towards supporting effective implementation and sustainability of inclusive schooling must interrogate&nbsp; leadership ability of school leaders and develop them as critical ingredients in&nbsp; turning round schools into effective inclusive learning environments.</p> Rose Atieno Opiyo ##submission.copyrightStatement## 2019-02-11 2019-02-11 1 1 52 67 10.14434/gjte.v1i1.25981 Open Call for Papers <p>The <em>Global Journal of Transformative Education</em> issues an open call for authors to submit manuscripts for review and possible publication.</p> GJTE Editors ##submission.copyrightStatement## 2019-01-16 2019-01-16 1 1 68 68 10.14434/gjte.v1i1.26654 GJTE Editorial Board <p>List of members of <em>GJTE</em>'s Editorial Board</p> GJTE Editors ##submission.copyrightStatement## 2019-02-07 2019-02-07 1 1 69 69 10.14434/gjte.v1i1.26800