Experiential Learning: Emerging Perspectives, Strategies and Educational Outcomes

Eliott Woods (Editor)

Series: Education in a Competitive and Globalizing World
BISAC: EDU012000



Volume 10

Issue 1

Volume 2

Volume 3

Special issue: Resilience in breaking the cycle of children’s environmental health disparities
Edited by I Leslie Rubin, Robert J Geller, Abby Mutic, Benjamin A Gitterman, Nathan Mutic, Wayne Garfinkel, Claire D Coles, Kurt Martinuzzi, and Joav Merrick


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In our lives, times exist when we want to be able to not only speak but to give voice to our ideas, our identity, our community, and our standpoint in society. This may happen in public or private spaces. However, the various constraints on voice often make it impossible. Human agents have boundaries, manipulate and are manipulated by, those boundaries. Boundaries become especially apparent in educational settings.

On an institutional level, the selection of subjects taught and subjects ignored demonstrates the constraints of boundaries. Experiential learning is an activity that allows the learner to directly interact or experience the subject matter being studied. Field trips are one form of experiential learning, which may serve as an effective teaching strategy for a variety of reasons including introducing global perspectives, class cohesion, and motivation. This book discusses emerging perspectives, strategies and educational outcomes of experiential learning.
(Imprint: Novinka)


Chapter 1 - Experiential Learning and Culturally Relevant Pedagogy (pp. 1-40)
Janet Colvin, PhD

Chapter 2 - Experiential Learning in a Public Speaking Classroom (pp. 41-66)
Janet Colvin, PhD., and Nancy Tobler, PhD

Chapter 3 - A Field Trip to the Art Museum! Complicating the Experience and Interpretation of Field Trips as Complex Interactions of Public Space, Boundaries, and Belonging (pp. 67-86)
Elizabeth P. Cramer, Melanie L. Buffington, Jessica Norris and Tanetta Walston


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