Transformative Learning and Participatory Approaches With Youth: A Discussion on Distinctions

ABSTRACT Since the 1990s, participatory approaches have been regarded as effective and ethical in research and policy work involving children and youth. Recently, the term ‘transformation’ has gained traction in Childhood Studies. This article explores Transformative Learning (TL) methodology, which was introduced in the 1970s for adult education but has since been adapted for young people. As TL often employs creative tools and aims to empower participants, this methodology requires an examination of its similarities and differences with the more prevalent participatory approaches in Childhood Studies. Therefore, this article analyses these methodologies by juxtaposing two projects with youth in Norway: one participatory project focused on climate change mitigation and another transformative learning project addressing racism, diversity and social inclusion. The discussion highlights the overall ambition, the approaches employed, positionality, personal development and societal changes while critically scrutinising the use of both methodologies with children and youth. It concludes that these methodologies are complementary in addressing complex social challenges in the lives of young people.