transformative education: learning how to live

8/20/2019 Transformative Education: Learning How to Live

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Erica A. Briggs, M.P.S.

ABCL Lead Trainer

Rev. 11/14

Transformative Education: Learning How to Live

Abstract for Asset-Based Community Learning

In a 1978 recorded speech, noted author and activist Dick Gregory stated that American

colleges and universities are designed to teach students "how to make a living," rather than "how

to live." This assessment is as true in 2014 as it was over a quarter century ago. The majority of

students in the courses I have taught were not attending college to seek knowledge, actively

learn, or evolve into participatory citizens ready to change the world. Quite simply, 90% of my

students were in college to make more money. Assuming

this is true in most disciplines, it could be argued that

institutions of higher learning are educating less, and

merely preparing students to become marketable laborers

for corporate America.

Transformative student development can be accomplished by coupling conventional

teaching methodologies with more diverse, participatory instruction. Asset-Based Community

Learning focuses on valuing the assets each student brings to the learning environment,

encouraging collaboration to the benefit of all. Strengths are shared, and growing edges are

addressed in the safety and support of peers. This approach is not only inclusive, its nature

demands full student participation, strengthens character, and exercises skills that can be applied

both in the workforce and in the greater community.

Asset-Based Community Learning (ABCL) is designed to master content in any subject,

but it is particularly well suited for studies related to people of color, culture and consciousness.


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ABCL Lead Trainer

Rev. 11/14

I created ABCL and employed this methodology for the first time in the Black Studies

Department at California State University in Long Beach in 2001. The study of African-

Americans and other historically disenfranchised populations is by nature an investigation into

the heart of what constitutes a community, or the breakdown thereof, thus using a community

approach to teach content material in these fields add greater depth, academic rigor, and – most

importantly – practical application. With the exception of more privileged students, the skill set

practiced in an ABCL environment is rarely taught intentionally prior to college. In 2012, Tony

Wagner identified these skills in his book Creating Innovators: The Making of Young People

Who Will Change the World: collaboration and leading by influence, critical thinking and

problem solving, initiative and entrepreneurship, effective written and oral communication,

assessing and analyzing data, agility and adaptability, and curiosity and imagination. These skills

are paramount in developing students into innovative leaders who are equipped to passionately

serve in their respective communities.

Rather than compete against one another, students work collaborative to critically think

through content and problem solve. Instead of alienating and intimidating students with

comparative assessments between superior and inferior performance, the learning environment is

transformed into a mutually supportive, non-competitive grouping, whereby each individual is a

community citizen and thus held accountable for her

contribution to the community grade. Group projects and

assignments are both written and presented to an audience.

Qualitative and quantitative research required for these

projects build skills in assessing and analyzing data. Service placement in a local community


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ABCL Lead Trainer

Rev. 11/14

organization insists students be open and curious to learn from others and grants opportunities to

adapt to new situations in the moment. Students are encouraged to share what they learn through

the creative use of the latest technology and other artistic mediums such as short videos, plays, or

visual art, unleashing the imagination often restricted by boundaries of traditional educational

models. In essence, students learn more than the content material; they learn the skills to live

sustainable lives in today’s complex society.

America’s education system has reached a critical

crossroad: propagate passive living or promote justice, equality

and global sustainability. Participation in an ABCL classroom

exposes students to a practical alternative to standard conformity.

Asset-Based Community Learning environments have the

potential to birth future citizens who are informed, authentically engaged as life-long learners,

and equipped to make significant contributions to a global society in desperate need of

transformation.

transformative education: learning how to live

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