The roles of spirituality and spiritual learning in transformative learning are discussed. The discussion was initiated from an anti-colonial perspective on engaging spiritually in the political project of transformative learning, and it is grounded in issues of African education and in the principle of teaching critically so that education serves the spiritual development of learners and their communities. Transformative learning is seen as education that is able to resist oppression and domination by strengthening the individual self and collectives to deal with continued reproduction of colonial and re-colonial relations in academic institutions. It is argued that transformative learning must also assist learners in dealing with the pervasive effects of academic institutions' imperial structures on the processes of knowledge production and validation; understanding of indigenousness; and pursuit of agency, resistance, and politics for educational change. The following were among the recommendations to educators wanting to help students become critically and spiritually grounded and to engage in transformative learning: (1) give learners a sense of place, history, culture, and identity; (2) recognize that learners are not a generic, homogeneous group; (3) recognize the contextual variations and differences existing between teachers and their students; (4) create relevant knowledge; (5) teach collaboratively; (6) tell success stories; and (7) recognize the sociopolitical contexts of knowledge production. There are 39 references. (MN)