ABSTRACT
Drawing on Legitimation Code Theory (LCT), this volume reveals the knowledge practices and language of critical reflection in a range of different subjects, making clear how it can be taught and learned.
Critical thinking is widely held to be a key attribute required for successfully living, learning and earning in modern societies. Universities now list critical thinking as a key graduate quality and use ‘critical reflection’ as a way of teaching students how to become reflective and ethical professionals. Yet, what ‘critical reflection’ actually involves remains vague in research, teaching practice, and assessment. Studies draw on LCT, a fast-growing framework for revealing the knowledge practices that enable educational success and the individual chapters focus on a diverse range of contexts across the disciplinary map, including education, science, arts, sociology and nursing. The book further connects research and practice by presenting in-depth analyses of critical reflection and providing practical insights into how LCT can be used to design pedagogic interventions.
The book offers a rich resource for both scholars and teachers who want to demystify critical reflection and prepare university students for the modern workplace.
TABLE OF CONTENTS
part I|63 pages
Uncovering critical reflection
chapter 2|20 pages
Developing disciplinary values
chapter 3|23 pages
‘I comply but deeply resent being asked to do so’
chapter 4|18 pages
Critical reflection and critical social work
part II|103 pages
Supporting critical reflection in pedagogy
chapter 5|19 pages
Enacting reflective practice in sport and exercise sciences
chapter 6|20 pages
Consolidating performance
chapter 7|21 pages
Teaching critical reflection in education diploma pathways
chapter 8|21 pages
Writing blog critiques in teacher education
chapter 9|20 pages
Knowledge-powered reflection in teacher education
part III|61 pages
Cultivating critically reflective students