Abstract
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.
Department
Kinesiology
Publication Date
4-1-2013
Journal Title
Journal of Experiential Education
Publisher
Sage
Digital Object Identifier (DOI)
Document Type
Article
Recommended Citation
Seaman, J., and Rheingold, A. (2013). Circle talks as situated experiential learning: Context, identity, and knowledgeability in 'learning from reflection'. Journal of Experiential Education, 36(2), 155-174. https://doi.org/10.1177/1053825913487887
Comments
Seaman, J., and Rheingold, A. Circle talks as situated experiential learning: Context, identity, and knowledgeability in 'learning from reflection'. Journal of Experiential Education, 36(2), 155-174. Copyright 2013, SAGE Publications. Reprinted by permission of SAGE Publications. https://doi.org/10.1177/1053825913487887