Transformative Pedagogy in the Film Taare Zameen Par: An Empirical Analysis under the Light of Transformative Learning Theory

Mohammad Delwar Hosen


This article examines how transformative pedagogy happens in the Indian film Taare Zameen Par. This film has been analyzed under the lens of transformative learning theory introduced by Jack Mezirow. The author of this article purposively selects some critical scenes, dialogues, and situations that appear throughout the film to understand transformative pedagogy and transformative learning theory. This study employs the textual analysis method suggested by Frey et al. (1999). The prime intention of this study is to investigate how transformative learning happens in that film and find out ways to overcome the challenging situation in classrooms. This study finds that substantial transformative learning happens in the film’s last half. Communication or dialogue is the most important element to engage students in transformative learning activities. This study discovers the teacher’s extensive communication or communication efforts that support Mezirow’s transformative learning theory. Teaching critical thinking is another vital element of transformative learning. This study observes teachers could change students’ views about themselves and turn perplexed or shattered students into successful ones. Desire to change students, empathy for students, trusting students, and caring for students are some of the essential elements of transformative learning. This study notices that all those components of transformative learning exist in the film Taare Zameen Par. This study is crucial from the pedagogical point of view, which applies film as a transformative learning tool. Later, this article suggests how the school system and higher education institutions across the globe might be beneficial by employing a transformative learning approach in the classroom to make learners confident and successful in their life. 

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International Journal of Social Science Studies   ISSN 2324-8033 (Print)   ISSN 2324-8041 (Online)

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