Research article

Theorizing learning process: An experiential, constructivist approach to young people's learning about global poverty and development


Abstract

Learning processes in global education have not been significantly theorized, with the notable exception of the application of transformative learning theory. No theory of learning is complete, and to understand the complexity of learning, multiple theoretical lenses must be applied. This article looks at Jarvis's (2006) model of lifelong learning and argues that it can help global educators understand young people's learning about global poverty and development. Considering young people's learning through the lens of this theory highlights the way in which learning occurs in multiple contexts, its individual nature, and the significance of emotion, action, and identity as well as knowing in the process. These themes are already evident within existing research into the way in which young people in England learn about global poverty and development, as well as global education theory and commentary. As a result, and despite some limitations, Jarvis's learning theory has potential utility in extending global educators' understanding of young people's global learning.

Keywords: ACTION, DEVELOPMENT, EMOTION, GLOBAL POVERTY, IDENTITY, JARVIS, LEARNING PROCESS, LEARNING THEORY, REFLECTION

How to Cite:

(2015) “Theorizing learning process: An experiential, constructivist approach to young people's learning about global poverty and development”, International Journal of Development Education and Global Learning 7(1), 53–70. doi: https://doi.org/10.18546/IJDEGL.07.1.04

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Published on
31 May 2015
Peer Reviewed
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