Multiple and Multi-dimensional Transitions (MMT) Theory takes a complex view of transitions where they are dynamic, incorporating multiple contexts (e.g., home, community, and school) and multiple domains (e.g., physical, educational, psychological, social and cultural).

It proposes that each individual experiences multiple transitions and that their transitions can trigger transitions for significant others, highlighting the multi-dimensional nature of transitions.

Conversely, significant others will be experiencing their own transitions and these transitions will trigger and/or have an impact on that individual’s transitions.

To understand MMT better, it can also be visualised using Rubik’s cube as a metaphor. If each individual and their significant others are seen as one colour, we can visualise six individuals and their significant others as well as their mutual interactions. If anything changes for anyone in that single colour, that change can trigger changes across the Rubik’s cube not only for that one colour but for all colours and sides. Those changes then lead to transitions for all those in the connected ecosystems ( Jindal-Snape, 2016, 2018, 2022, 2023a).

Further, these transitions are dynamic and are not taking place in a vacuum; they are in an environment that is constantly changing, along with a constant evolution of the individual and others. Using the metaphor of a waterfall – where the waterfall might seem the same but the water flowing through it is never the same – we can visualize the impact of transitions over time. Therefore, although we might ‘see’ the individual as being ‘Angie’, over time they are not the same ‘Angie’ we met the first time due to their constant evolution, and perhaps, changing identities as a result of their everyday transition experiences (Jindal-Snape, 2023b).

 

Co-evolution of an individual, significant others and the environment
Rubik’s Cube® used by permission Rubik’s Brand Ltd. www.rubiks.com

 

 

Jindal-Snape, D. (2023a). Multiple and multi-dimensional educational and life transitions: conceptualization, theorization and XII pillars of transitions. In R. J. Tierney, F. Rizvi, & K. Erkican (Eds.), International Encyclopedia of Education (Fourth Edition) (4 ed., pp. 530-543). Elsevier. https://doi.org/10.1016/B978-0-12-818630-5.14060-6

Jindal-Snape, D. (2023b). Aligning Theorization and Research Design: Multiple and Multi-dimensional Transitions Theory and Qualitative Longitudinal Research. AERA Conference, Chicago, 13-16 April 2023.

Jindal-Snape, D. (2022). Conceptualising and theorising primary-secondary transitions. In S. Capel, M. Leask, S. Younie, E. Hidson , & J. Lawrence (Eds.), Learning to teach in the secondary school : A companion to school experience (9 ed., pp. 190-204). Routledge. https://doi.org/10.4324/9781003201267-16

Jindal-Snape, D. (2018). Transitions from Early Years to Primary and Primary to Secondary Schools in Scotland. In T. Bryce, W. Humes, D. Gillies, & A. Kennedy (Eds.), Scottish Education (5th ed.). Edinburgh: Edinburgh University Press.

Jindal-Snape, D. (2016). A-Z of Transitions. Basingstoke: Palgrave.

Image Copyright: Divya Jindal-Snape (Multiple and Multi-dimensional Transitions Theory)

Art: Clio Ding

Rubik’s Cube® used by permission Rubik’s Brand Ltd.  www.rubiks.com