ERIC Number: EJ1058758
Record Type: Journal
Publication Date: 2013-Jun
Abstractor: As Provided
Reference Count: 50
Circle Talks as Situated Experiential Learning: Context, Identity, and Knowledgeability in "Learning from Reflection"
Seaman, Jayson; Rheingold, Alison
Journal of Experiential Education, v36 n2 p155-174 Jun 2013
This article presents research that used ethnographic and sociolinguistic methods to study ways participants learn through reflection when carried out as a "circle talk." The data indicate that participants in the event (a) invoked different contextual frames that (b) implicated them in various identity positions, which (c) affected how they could express their knowledge. These features worked together to generate socially shared meanings that enabled participants to jointly achieve conceptualization--the ideational role "reflection" is presumed to play in the experiential learning process. The analysis supports the claim that participants generate new knowledge in reflection, but challenges individualistic and cognitive assumptions regarding how this occurs. The article builds on situated views of experiential learning by showing how knowledge can be understood as socially shared and how learning and identity formation are mutually entailing processes.
Descriptors: Experiential Learning, Reflection, Ethnography, Sociolinguistics, Discourse Analysis, Concept Formation, Multicultural Education, Context Effect, Mixed Methods Research, Semi Structured Interviews
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Publication Type: Journal Articles; Reports - Research
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Identifiers - Location: Connecticut