Transformative learning and mind-change in rural Afghanistan

Friedrich W. Affolter, Katja Richter, Karimullah Afaq, Assadullah Daudzai, M. Taofiq Massood, Niamatullah Rahimi and Ghotai Sahebian

Development in Practice, 2009, vol. 19, issue 3, 311-328

Abstract: This article presents the results of a quantitative/qualitative enquiry into ‘transformative learning’ and ‘mind-change’ dynamics among rural community representatives participating in the Government of Afghanistan's National Solidarity Program [NSP]: a community-driven, nationwide initiative to rehabilitate the country's infrastructure. Drawing on frameworks for ‘transformative learning’ proposed by Mezirow (1990) and Freire (1993), and ‘mind-change’ proposed by Gardner (2004), it is argued that NSP catalysed transformative development learning through (1) its responsiveness to the expressed needs and interests of project participants; (2) engagement of community representatives as active development partners; (3) delegation of project-management responsibility throughout all stages; (4) provision of social space for reflection and critical analysis; (5) opportunities to achieve project outcomes that are meaningful, attractive, and profitable; and (6) programme features compatible with the social and cultural realities of rural Afghanistan.

Date: 2009
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DOI: 10.1080/09614520902808027

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