Reflexivity and habitus: opportunities and constraints on transformative learning

Abstract

This paper will explore the relationship between Mezirow's concept of reflexivity and Bourdieu's theory of habitus in order to develop a more robust framework within which critical reflection can take place. Nurse educators have sought to close the theory practice gap through the use of critical reflection. However, we are not convinced that this has produced the depth and quality of reflection required. Furthermore, the contexts in which critical reflection takes place is often sidelined or erased so that the whole impetus in the literature is to educate nurses in reflection rather than empower nurses to understand the complex circumstances and barriers that obstruct critical reflection. This paper argues that the reason for this position is that nurse education does not always acknowledge the role that personal and cultural values systems have on reflective practices. The literature search was undertaken using CINHAL and MEDLINE. Keywords included: values systems, habitus, and critical reflection. Inclusion criteria were determined by the theoretical approach and included seminal texts, from as far back as 1956, to identify key themes. Although critical reflection is a potentially powerful way of enhancing care it has often failed to do so. It is suggested that this is because nurse educators have frequently used models of reflection without considering the impact that student's personal values systems has on their perceptions of care and subsequently care delivery. The purpose of this paper is to promote deeper levels of reflection and is part of a programme of research aimed at developing a more robust approach to reflection in educational practice.

Drawing on antiracist approaches toward a critical antidiscriminatory pedagogy for nursing

“…Praxis is the dialectical relation between theory and practice, where reflection facilitates ‘a dialogue between theory and practice to develop a new understanding of the world of practice, and a new ability to change practice’ (Nairn, Chambers, Thompson, McGarry, & Chambers, , p. 190). In critical pedagogy, Freire () conceptualizes praxis as simultaneous reflection and action to transform the world.…”

The process of reflection: A principle-based concept analysis

“…In this analysis, scholars defined the process of reflection as “the inspection and evaluation of one's thoughts, feelings and behaviors”; “careful reexamination…evaluation of experience, beliefs and knowledge”; “a particular [sic] defined way of thinking.” In the context of professional practice, the process of reflection can be conceived as, “a dialogue between theory and practice to develop a new understanding of the world of practice, and a new ability to change practice.”…”

“…The positive outcomes of this iterative and consciously engaging process are revitalization of thought formations and new perspectives. As it stands, the literature favors deliberate acts of reflection to promote reflective behaviors . The aim should be that to facilitate the practice of reflection, nursing students need to reflect often so that the metacognitive behaviors translate into reflective norms in clinical practice.…”

“…21 In the context of professional practice, the process of reflection can be conceived as, "a dialogue between theory and practice to develop a new understanding of the world of practice, and a new ability to change practice." 22 Of primary importance to nursing is understanding the world of one's own practice. To do this, we must engage self-as knower.…”

Pierre Bourdieu: Expanding the scope of nursing research and practice

“…Bourdieu's original perception of habitus (Bourdieu, 1977) was that it was deeply inscribed in early life and therefore well-established before, and as a consequence affecting, processes of professional socialization. However, some authors (Nairn, Chambers, Thompson, McGarry, & Chambers, 2012) diminishing the influence of secondary socialization. Maton (2012) too supports this emphasis on primary socialization in the family and suggests that dispositions are not blown around easily on the tides of social change.…”