ABSTRACT

Reflexivity includes these forms of reflection but takes things further. Specifically, it problematises issues that reflection takes for granted. Reflection tends to accept the client/worker relationship and concerns itself with how to improve it. It also takes propositional and process knowledge at face value. For example, it assumes that through reflection the worker can become more adept at applying child development and attachment theory to childcare practice or that workers can apply intervention theories more effectively. Reflexivity suggests that we interrogate these previously takenfor-granted assumptions (Ixer 1999).