Transformative intercultural learning outside the classroom: Expanding students’ intercultural knowledge and practice through embodied and emplaced learning

This project applied an extensive international literature review and embedded case study and meta-ethnographic synthesis method to explore Immersive, Transformative Intercultural Learning (ITIL) outside the classroom. The case studies focused on diverse experiences of such learning for human services and social work students at Griffith University in Queensland, Australia. There are a diversity of definitions and conceptualisations of transformative learning as derived from the literature. According to Brown & Posner (2001), transformational learning is associated with; “a dramatic and fundamental change in the way an individual perceives themselves and the world in which they live, that results in behavioural change” (p 274). In this project we explored how transformative learning applied specifically to intercultural and immersive learning contexts.