Epistemological Tensions for Transformative Learner within Neoliberal Environment

By Gael Robertson.

Published by The Global Studies Journal

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

My research is an account of a particular transformative learning journey where I narrate and analyse my development practitioner experiences in Nepal from 1990 until now. I interconnect micro, meso and macro perspectives and identify epistemological tensions that arise in development practice. Firstly, I look at this from the neoliberal demand for global standardization, rather than allow responsiveness to the unpredictable and ‘unique’ local contexts. Secondly, I focus on how dilemmas arise as the neoliberal principle of individualisation demands conformity, which challenges the adult learning notion of individuation.

Keywords: Neoliberal, Epistemological Tensions, Development Practice, Transformative Learning, ‘Self’

Global Studies Journal, Volume 6, Issue 1, pp.55-65. Article: Print (Spiral Bound). Article: Electronic (PDF File; 490.283KB).

Dr. Gael Robertson

Independent Scholar Practitioner, Queen Margaret University, Edinburgh, Scotland, UK

Gael Robertson has a PhD in transformative learning and development practice. She is an independent scholar practitioner working on issues of governance and promoting practitioner learning.

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