Linking transformative learning and social justice through the lens of racism

Purpose. The purpose of this study was to reveal perceived sustainable behaviors, attitudes, and feelings related to racism and social justice of the graduates of the Social Justice Training Institute.;Methodology. A descriptive methodology approach was used to collect data. The researcher conducted telephone interviews with 35 graduates of the Social Justice Training Institute. A semi-structured interview guide was used to gather qualitative data from which themes were extracted for each research question.;Findings. The following themes emerged: Participants sought out the institute for the following reasons: (a) professional and personal development, (b) recommended by colleagues and friends, and (c) experience with the institute's alumni. Participants transformed understanding and knowledge related to racism and social justice included: (a) the system of privilege and oppression, (b) intellectual and personal understanding, and (c) social justice is an understanding. Participants transformed behaviors related to racism and social justice included: (a) inward behaviors including self-awareness, internal dialogue, and authenticity; and (b) outward behaviors including intra-group work and being action oriented. Experiences that led to said transformation: (a) caucuses, (b) core groups, and (c) hearing and sharing personal stories.;Conclusions. Participants found the Social Justice Training Institute a transformative experience. Through a gained understanding of privilege and oppression combined with the critical need to connect relevant theories to daily-lived experiences, participants reported a shift in the ways their actions to create socially just spaces in their communities.;Recommendations. (a) Research involving pre- and postbehaviors, thoughts, and feelings; (b) research on behaviors, attitudes, and feelings for each specific race group having participated in the institute; (c) research on the barriers participants experienced as a result of their transformation; (d) research on intragroup social justice work, including container design, successes and challenges; (e) research on factors contributing to and behaviors related to the concept of authenticity, with a focus on educators, facilitators, and trainers of social justice related topics; (f) research on the connections of storytelling and transformation; (g) research on effective characteristics and behaviors of facilitators that create an environment for transformative learning and transformation related to social justice; (h) research on transformative learning leading to actions towards social justice.