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 […]
