EXPERIENTIAL LEARNING FOR CULTURAL IDENTITY DEVELOPMENT AMONG GORKHA YOUTH: A CONCEPTUAL REVIEW

Gorkha (Nepali-speaking) youth in rural Darjeeling navigate complex cultural identities shaped by historical marginalization and modern education. This conceptual review synthesizes literature on experiential learning and identity development to explore how culturally responsive pedagogy can strengthen Gorkha students’ cultural identity. Drawing on Kolb’s Experiential Learning Theory, Erikson’s psychosocial identity framework, and principles of culturally responsive pedagogy, we propose that engaging adolescents in hands-on cultural experiences (festivals, language, arts, community projects) fosters reflective understanding and identity consolidation. A qualitative review of peer-reviewed studies (including research on indigenous and Himalayan contexts) suggests that immersive cultural programs enhance ethnic self-understanding and well-being. Conceptual framework linking culturally grounded experiences, pedagogical support, and identity outcomes has been proposed. Though community problem-solving may emerge as a byproduct, the focus remains on internalizing cultural knowledge. Implications include integrating local traditions into curricula, teacher training in cultural responsiveness, and further empirical study of experiential interventions in Gorkha contexts.