Health Sciences and Practice Subject Centre. Reflective Practice Special Interest Group 9th February 2009. Teaching Reflexivity. Elizabeth Smith. Bridging the divide between doing and teaching reflexivity by examining how we have learnt to use reflexivity in our own areas of practice.
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Reflective Practice Special Interest Group
9th February 2009
1. Strategies and techniques
2. Theories and approaches
3. Assessment and monitoring
4. Professional knowledge and development
My views have changed they will again. Where will this lead? What is there after this? Have I initiated a way of thinking that is just over-stimulated reflexivity? Is introspection a way of researching? Is my agenda overly personal – emancipatory, therapeutic? Am I researching me?
Reflective note book
“visualizing oneself” (Stronach 2007)
Reflecting on our performance “our novel selves” and “our signature” (Stronach 2007)
I have such a personal view of my relationship with this study. I feel like I am one of two mirrors. I am pointed at another mirror, which is the study. From my position all I can see is me, reflected in the study... I can see where the study has come from and how my understandings have changed. But, I am in a reflection trap. I am frustrated with looking at the study and at me. It feels overly reflective and out of control. I am mentally going around in circles, scrutinizing every decision that I have made and what I will do next.
“Research does not take place in a neutral, apolitical, ideology-free space. Nor is an autonomous, value-free researcher responsible for it” (Alvesson and Sköldberg 2000)
Episteme Disciplines Discourse
Political and social influences
Theoretical and epistemological positions
Presence - position
“Reflexivity offers critical validation through structured and ongoing attention to personal, interpersonal and contextual factors influencing what is said and done, or not said and done” (Smith 2008)
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