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This paper is a personal reflection on Freire's influence on one Australian adult educator. I eschew the normal journal article structure and tell a tale of how Freire has influenced my practice and thinking in adult education and community activism over half a century. The narrative is structured as a montage, moving forward in time from the late 194o's, when Freire first began to develop his praxis, to today. The story is framed by two key Freirean concepts, generative themes and codes, and by concepts drawn from adult and professional education, political economy and ecology. These concepts are embedded in the narrative, rather than discussed separately: they help me to tell the story and they are part of the story. [ABSTRACT FROM AUTHOR]

This article documents the transformation of cognitive and relational dispositions within a group of 14 White female undergraduate students ranging in age from 18 to 21 years and enrolled in a semester-long diversity course. Using Mezirow's transfor-mative learning theory as an interpretive frame to guide our phenomenological analysis of written assignments, data revealed that students experienced multiple cognitive and relational transformative processes. Findings suggest that transformative learning the-ory's (Kitchenham, 2008; Mezirow & Associates, 2000) framework around processes of transformation is a useful analytical framework for capturing students' unique transformative learning processes or journeys. Findings further suggest that, students' relationships with members of cultural communities previously unfamiliar to them were an important part of students' transformative journeys. These relationships pro-vided students with tangible experiences that assisted them in shifting their worldviews and arriving at greater understanding of how inequality, oppression, and prejudice impact the daily lives of others. Finally, the findings indicate that instructors' perspec-tives on what accounts for a transformative process is often not aligned with students' opinions of their own growth and development. The study concludes that transforma-tion is a process, and that all steps are a necessary part of a transformative experience [ABSTRACT FROM AUTHOR]