Reflecting on the who-am-I? Essay as an integrative learning experience for adult learners

Greyling, Willfred and Brokensha, Susan (2006) Reflecting on the who-am-I? Essay as an integrative learning experience for adult learners. Journal for Language Teaching, 40 (1). pp. 117-137. ISSN 0259-9570

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In this paper, we reflect on the rationale for including the Who-am-I? essay as a learning experience in a Portfolio Development Course (PDC) which serves as a Recognition of Prior Learning (RPL) point of access to learners wanting to register for the Bachelor’s degree in Management Leadership (BML) at the institution. The main aim is to show that student-generated narratives about their “selfhoods” provide an opportunity to these learners to engage in critical reflection (i.e. reflexive competence) as they produce discursive constructions of the self in relation to an array of new perspectives gained from learning experiences in a series of intensive workshops. Thus, learners’ practical competence (i.e. anticipating how ideas may be applied in the workplace) is developed and assessed on the basis of foundational competence gained from the knowledge covered in four prescribed PDC modules. The methodology in this paper derives from perspectives taken from narrative analysis, specifically Labov (1972; 2001) and Riessman (1993), as well as Freeman’s (1993) account of St Augustine’s personal cycle of change. Analyses of a selection of discursive evidence from these essays are included to show the value of a narrative approach. In conclusion, we include a critical-reflective analysis of the Who-am-I? learning experience, and some recommendations for change.

Item Type:Journal article
Keywords that describe the item:Narrative, discourse and applied competence
Subjects:L Education > LC Special aspects of education
Divisions:Schools > Centre for Foundation Studies
ID Code:1917
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Deposited On:20 Apr 2012 00:34
Last Modified:10 Apr 2017 03:10

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