Improvise, adapt, overcome!: back-to-the-land women and adult transformative learning theory

This study considers the implications of adult transformative learning theory (Mezirow, 1991 ~ Mezirow & Marsick, 1978) in the real world context of a group of women back-to-thelanders who returned to mainstream society. All but one of the women returned to university to complete their interrupted post-secondary education. The other woman used skills and knowledge she had gained during her back-to-the-land time to become an instructor at a community college. This study examines the women's stories with a view to uncovering the qualities and characteristics that led to their success in these educational institutions. Adult transformative learning theory failed to account for the women's narrated views of their success. Epistemological development (Belenky et al. 1986) appeared to account for their intellectual ability to achieve their academic and career goals, but left the larger question of successful transitions unanswered. The women emphasized self-reliance and the resultant self-confidence as their central learning experiences during their back-to-the-land time, and highlighted the concept of agency, and "storying" one's own life.