Conference Agenda

Transformational Literacy in higher education represents a paradigm shift from traditional conceptions of academic disciplines and knowledge toward a holistic model that emphasizes transdiciplinary learning, critical engagement, social responsibility, and personal growth. This presentation explores the theoretical underpinnings that inform transformational literacy, drawing from a diverse array of educational theories, including Paulo Freire’s critical pedagogy, Mezirow’s transformative learning theory, and constructivist approaches.

Central to transformational literacy is the belief that literacy is not merely the acquisition of technical or pedagogical skills but a dynamic process involving reflection, dialogue, and the ability to question and reshape one’s worldview. Freire’s notion of 'conscientizacion' positions literacy as a tool for empowerment, enabling both students and teachers to recognize and challenge oppressive structures within and beyond the academic context. Mezirow’s transformative learning theory further elucidates the importance of perspective transformation, wherein learners critically examine their assumptions and beliefs, leading to profound personal and intellectual change.

The ‘School for Transformation (SfT)', a practical follow up of the concept of ‘transformative literacy’, will integrate transformative learning, transdisciplinary cooperation and theory building (Theory U, Inner Development Goals, Strategic Improvisation). It will be a radical experimental resonance space for community and societal change that combines diverse areas of knowledge and expertise. Similar to 'honors programmes', it aims to contribute to solving practical social and environmental challenges in the community.

Methodologically, the programme uses various formats of mutual learning, team coaching, the development and testing of prototypes, and methods of community building and combines transdisciplinary practice and theory from science, social practice and artistic approaches.

Transformational literacy in higher education seeks to cultivate graduates who are not only proficient communicators but also reflective, empathetic, and socially engaged citizens. By grounding literacy development in rigorous theoretical frameworks, educators can design learning environments that challenge students to interrogate dominant narratives, embrace ambiguity, and contribute meaningfully to society. This approach aligns with contemporary demands for higher education to prepare individuals for complex, interconnected, and ethically demanding roles in an ambigious, uncertain and demanding twenty-first century. The theoretical foundations and practical consequences discussed here provide a robust basis for reimagining universities as a transformative force that transcends disciplinary boundaries and fosters lifelong learning, critical consciousness, and collective well-being.