How do the dimensions of context and culture intervene with transformative learning ?
The underlying contextual and cultural dimensions of the transformative learning process have been little explored to this day, but interest a growing number of researchers. This article offers an examination of how these dimensions intervene during such a learning experience, especially when a disorienting dilemma takes place. The qualitative analysis of the experiential narratives of a Canadian woman having undertaken a humanitarian endeavor on the African continent brought to light the disorienting dilemmas she encountered and that depend on the cultural dimension of learning, the role of her preexisting frames of reference with regards to the lived experience, as well as the transformative learning process that followed.