Toward a Pedagogy of Reflective Learning: Lived Experience in Research and Practice

Abstract

Lived experience is central to reflective learning. Through conversations and reflective writing, this article demonstrates how partnerships between teacher and adult literacy students begin with past knowledge and grow through listening to one other, recognizing points of resistance, and sharing in the construction of meaning. What enriches our mutual learning is more than a continual transference of information into knowledge. It is the ability to reflect on the relevance of the experience being lived.