ABSTRACT
The importance of and challenges presented by reflexivity has commanded attention in recent years within social sciences and organization studies in particular (Woolgar, 1988; Steiner, 1991; Antonacopoulou and Tsoukas, 2003). While there is much appreciation of the importance of reflexivity as a critical extension of reflective practice, the dynamics of reflexive practice have not been fully explored. It is not sufficient that we recognise that reflexivity is important, nor in thinking about how to support it as part of our praxis as educators, researchers and practitioners. What is more critical is that we also have a clearer understanding of the dynamics which underpin reflexive practice so that we can avoid the narcissistic risk which Weick (2003) clearly articulated in his plea for ‘disciplined reflexivity’.
