ABSTRACT
This chapter will explore reflexive learning and practice through description, theory, and practical application. A description – rather than a precise definition – of reflexive learning is offered because this broad concept encompasses many approaches to adult learning. Theoretical grounding for reflexive learning distinguishes it from related concepts of reflection and situates it in the field. Practical applications provide a glimpse into the many ways this concept can inform adult learning through identity formation, arts-based education, and praxis pedagogies. The chapter concludes by focusing on ethical and social justice implications, with specific attention to inclusion and accessibility.
