Theorising experiential learning

Abstract

The article focuses on the transfer of knowledge learnt by students in the classroom to their experiential learning contexts. It is argued that transfer is not a simple process of application but rather one of recontextualisation of previously learnt knowledge. In order for students to perform this recontextualisation, some form of reflection on experience and previous learning is necessary. Michael Barnett's theorisation of the structure of the vocational curriculum, involving different types of recontextualisation, is used as a theoretical frame to examine knowledge transfer between university and work.