ABSTRACT
The enthusiasm for reflection in education and for reflective educators in general is showing no signs of abating - reflective pedagogy still figures highly in all forms of adult education of which Critical Management Education is but a small part. The year 2000, for example, saw the publication of a new journal - unsurprisingly called ‘Reflective Practice’ - which positioned itself as part of the movement to ‘[acknowledge] the growth and significance of reflective practices across a variety of professions’ (Ghaye, 2000). In the same year the ‘First International Carfax Conference on Reflective Practice’ took place, a sign that the concept had started to sink some foundations as both an area of inquiry and a taken-for-granted aspect of educational legitimacy. It was unsurprising then when my own higher education institution ran a course for ‘new’ academic practitioners that declared it an article of faith and an unquestioned learning outcome that participants would become ‘reflective practitioners’.
