Experiential Learning: A Theoretical Critique from Five Perspectives. Information Series No. 385.

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Experience, Reflect, Critique: The End of the “Learning Cycles” Era (2008, methodology): “Similarly, it has been suggested that the constructivists’ preoccupation with the individual is strongly “tied to social relations of capitalism” and has overtones of discipline and external control (Michelson, in Fenwick, 2001, p. 23).”
Reframing the Concept of Reflection: Consciousness, Experiential Learning, and Reflective Learning Practices (2011, background): “These critiques that seek to “re-embody” experiential learning suggest that the concept of reflection has an inherent cognitive bias and is therefore irredeemable (Coulter, 2001; Fenwick, 2001, 2006; Michelson, 1996, 1998).”
The Evolution of Experiential Learning Theory: Tracing Lines of Research in the JEE (2017, background): “…in practice to establish the generic definition of experiential learning as “an independent learner, cognitively reflecting on concrete experience to construct new understandings, perhaps with the assistance of an educator, toward some social goal of progress or improvement” (Fenwick, 2001, p. 7).”
Enhancing Learning by Integrating Theory and Practice (2009, background): “Citing the work of Kolb (1984) and Fenwick (2001), they make the point that experiences alone are not sufficient for learning to take place.”