The concept of critical reflection: promises and contradictions

Brookfield, Stephen

doi:10.1080/13691450902945215

Cited by 216 publications

(178 citation statements)

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“…For example, the notion of critical reflection has been developed and explored over the years, especially in the context of critical theory, poststructuralist and feminist literature, as an approach that recognizes and responds to power structures and relations in reflection processes (Brookfield, 2009;Harding, 1991;Pillow, 2015). Collectively, this work emphasizes that there is something more to critical reflection as an alternative to mere reflection.…”

Section: Implications Of Diffractive Analysis For Research Methodologymentioning

confidence: 99%

Diffraction or reflection? Sketching the contours of two methodologies in educational research

Bozalek

Zembylas

2016

International Journal of Qualitative Studies in Education

164

106

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Internationally, an interest is emerging in a growing body of work on what has become known as 'diffractive methodologies' drawing attention to ontological aspects of research. Diffractive methodologies have largely been developed in response to a dissatisfaction with practices of 'reflexivity', which are seen to be grounded in a representational paradigm and the epistemological aspects of research. While work on 'reflexivity' and 'critical reflection' has over the years become predominant in educational and social science research methodology literature, our reading indicates that there is still important conceptual work to be done putting these two practices -reflection and diffraction -in conversation with each other and exploring their continuities and breaks as well as examining the consequences for research methodologies in education. This article raises important questions about how the concepts of diffraction and reflection are defined and understood and discusses the methodological implications for educational research. IntroductionDissatisfied with epistemological practices of reflexivity grounded in representationalism, scholars immersed in feminist science studies began to raise questions about the theoretical assumptions and consequences of reflexivity. Haraway (1997), a pioneer in these debates, proposed the notion of diffraction as an alternative to reflexivity. As she expressed her misgivings at the time:

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Section: Implications Of Diffractive Analysis For Research Methodologymentioning

confidence: 99%

Diffraction or reflection? Sketching the contours of two methodologies in educational research

Bozalek

Zembylas

2016

International Journal of Qualitative Studies in Education

164

106

View full text Add to dashboard Cite

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“…Second, it allowed for new perceptions of the work to emerge as we learned throughout the story-making process. We used narrative inquiry to generate the stories with participants from this study, making them socially constructed and interpreted narratives (Brookfield, 2009). Therefore, the perspectives generated in the research are based on the social and political reality of the participants (Brookfield & Holst, 2011).…”

Section: Methodsmentioning

confidence: 99%

“…We took a constructivist approach (Brookfield, 2009) for this research, which is important for two reasons. First, it placed practitioners as the experts of their own experiences and included them as co-creators of the knowledge presented in this research.…”

Section: Methodsmentioning

confidence: 99%

Community Food Work as Critical Practice: A Faith-Based Perspective through Narratives

Ligrani

Niewolny

2017

J. Agric. Food Syst. Community Dev.

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“…Additionally, none of the participants demonstrated that they engaged in transformational reflection whereby they reflected critically on the process of learning or the assumptions on which the mandated learning outcomes are based (Brookfield, 2009). Their reflections were focused on the "nuts and bolts" of teaching, leaving unquestioned the broader issues related to power structures, hegemony, and personal beliefs (Brookfield, 2009).…”

Section: Levels Of Reflection Used By the Pstsmentioning

confidence: 99%

A Study of Classroom Inquiry and Reflection Among Preservice Teachers Candidates

Duquette

Dabrowski²

2016

mje

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The purpose of this study was to explore the experiences of four preservice teachers who used classroom inquiry and reflection to solve problems when implementing differentiated instruction in elementary classrooms during a practicum. Data from classroom observations, individual reflections, and discussions with a teacher educator were analyzed inductively. The findings show that the preservice teachers were able to describe their situations and reflect individually and collaboratively to analyze and resolve problems related to instruction, discipline, and student learning. The results extend our understanding of how teacher educators, mentors, or instructional coaches may provide preservice teachers with individualized support that can facilitate inquiry and reflection during their practica.L’objectif de ce projet de recherche était d’étudier l’expérience vécue par quatre futurs enseignants en contexte de stage. Ceux-ci ont utilisé une approche basée sur l’expérimentation et la réflexion pour résoudre des problématiques rencontrées lors de la mise en oeuvre de pratiques de différenciation. Pour ce faire, les auteurs ont effectué une analyse inductive des données recueillies lors d’observations en classe et suite à des réflexions individuelles et des discussions réalisées avec un formateur de maîtres. Les résultats démontrent que les futurs enseignants sont en mesure de décrire leur situation et de réfléchir, individuellement ou en mode collaboratif, pour analyser et trouver des solutions aux problèmes liés à l’enseignement, la discipline et l’apprentissage des élèves. Ces résultats approfondissent notre compréhension de la manière dont les formateurs, les mentors et les conseillers pédagogiques peuvent prodiguer un soutien individualisé aux futurs enseignants, facilitant l’expérimentation et la réflexion en cours de stage

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The concept of critical reflection: promises and contradictions

Cited by 216 publications

References 1 publication

Diffraction or reflection? Sketching the contours of two methodologies in educational research

Diffraction or reflection? Sketching the contours of two methodologies in educational research

Community Food Work as Critical Practice: A Faith-Based Perspective through Narratives

A Study of Classroom Inquiry and Reflection Among Preservice Teachers Candidates

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