ANTI-RACISM AND TRANSFORMATIVE LEARNING IN THE UNIVERSITY SETTING: APPLYING MEZIROW TO CHESLER AND CHARBENEAU’S INTERVIEWS WITH WHITE PROFESSORS

In this paper we use Mezirow’s theoretical scheme to analyze interviews conducted by Charbeneau and Chesler with white university professors in order to assess professor’s pedagogical approaches to racial dynamics in the classroom. In applying his ten-stage scheme to the pedagogical practices of white professors, we encountered a number of difficulties. We make suggestions for modifications of his scheme that are consistent with the traditions of transformative pedagogy in order to further research.