ABSTRACT
Reflective practice has become almost obligatory within HRD but the instrumental reflections of what did I do, what did I learn, what would I do differently have been found to be limited. In a search for more challenging self-development tools, critical self-reflection has seen considerable recent growth. The field of critical reflection is imbued with hopes of transformational flow from individual learning and development to changes in HRD practice. Critical reflection has been central to definitions of critical management as epitomised, for example, by Reynolds’ (1997) distinction between content radical and process radical pedagogies. Content radicals disseminate radical material, in the sense of critical theories and concepts and alternatives to technocratic management education. Process radicals attempt to address power asymmetries of the traditional teacher/learner relationship, for example, taking a critical reflective approach, using action learning, critical reflection, the conception of tutors and participants as co-learners in a learning community or action learning set and negotiated curricula. Brookfield (1995) argues critical reflection is not just a process of exploring assumptions of power and hegemony by viewing what we do through different lenses, but also involves the examination of political and cultural processes affecting learning and development. Critical reflection should be part of both formal and informal learning processes. As Nord and Jermier highlight, a critical perspective offers
an intellectual framework for resisting domination by traditional science and technology, institutionally distorted communication, owners of capital, and patriarchal forces.
