Transforming transformative reflective learning. Fostering autonomous thinking in multicultural education settings with a feminist, intersectional, decolonial approach

This article explores transformative and reflective learning as a powerful framework for cultivating autonomous thinking in multicultural education, guided by feminist, intersectional, and decolonial approaches. By encouraging learners to critically examine their beliefs and cultural assumptions, transformative learning fosters inclusive education that supports social responsibility and empathy. Theoretical foundations from Mezirow, Freire, and feminist theorists like bell hooks and Ellsworth are applied to demonstrate how educational systems can actively challenge hegemonic knowledge structures and support marginalized voices. This work emphasizes the critical role of dialogue, intercultural competence, and ethical reflection in equipping individuals to engage meaningfully with diversity.