Teaching Students’ Reflexive Practice to Handle Diversity Posed in Multicultural Societies

2020 ◽  
pp. 83-98
Author(s):  
Venkat Rao Pulla
Keyword(s):  
Reflexive Practice

Design, power and colonisation: decolonial and anti-oppressive explorations on three approaches for Design for Sustainability

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Nicholas B. TORRETTA ◽  
Lizette REITSMA
Keyword(s):  
Power Relations ◽  
Colonial Power ◽  
Power Structures ◽  
Contemporary World ◽  
Design For Sustainability ◽  
The People ◽  
Reflexive Practice ◽  
Cross Country ◽  
Design Power ◽  
Relational Issue

Our contemporary world is organized in a modern/colonial structure. As people, professions and practices engage in cross-country Design for Sustainability (DfS), projects have the potential of sustaining or changing modern/colonial power structures. In such project relations, good intentions in working for sustainability do not directly result in liberation from modern/colonial power structures. In this paper we introduce three approaches in DfS that deal with power relations. Using a Freirean (1970) decolonial perspective, we analyse these approaches to see how they can inform DfS towards being decolonial and anti-oppressive. We conclude that steering DfS to become decolonial or colonizing is a relational issue based on the interplay between the designers’ position in the modern/colonial structure, the design approach chosen, the place and the people involved in DfS. Hence, a continuous critical reflexive practice is needed in order to prevent DfS from becoming yet another colonial tool.

Hindsight

2017 ◽  
Vol 6 (2) ◽  
pp. 85-86
Author(s):  
Justin J. Rudnick
Keyword(s):  
Queer Identity ◽  
Reflexive Practice

As a reflexive practice, hindsight enables a subject to re-observe how moments in the once-present past come to bear on a now-present future. Such observations enable us to make (new) sense of our life's trajectory, re-casting seemingly inconsequential moments as “prophetic” happenings. In this essay, I revisit a series of connected moments in my past to examine how actions I took as a then-heterosexual man influenced the construction of my now-queer identity.

Social Justice and Dietetic Education: Are We Preparing Practitioners to Lead?

2020 ◽  
Vol 81 (3) ◽  
pp. 120-126
Author(s):  
Jennifer Brady
Keyword(s):  
Social Justice ◽  
Education And Training ◽  
Determinants Of Health ◽  
Structural Determinants ◽  
Social Justice Advocacy ◽  
Dietetic Education ◽  
Qualitative Survey ◽  
The Social ◽  
Reflexive Practice ◽  
And Training

Purpose: To explore dietetic practitioners’ perceptions of their education and training in the knowledge, skills, and confidence to understand social justice issues and to engage in socially just dietetic practice and social justice advocacy. Methods: An online semi-qualitative survey sent to Canadian dietitians. Results: Most respondents (n = 264; 81.5%) felt that knowledge- and skill-based learning about social justice and social justice advocacy should be a part of dietetic education and training. Reasons given by respondents for the importance of social justice learning include: client-centred care and reflexive practice, effecting change to the social and structural determinants of health, preventing dietitian burnout, and relevance of the profession. Yet, over half of respondents either strongly disagreed or disagreed that they were adequately prepared with the knowledge (n = 186; 57.4%), skills (n = 195; 60.2%), or confidence (n = 196; 60.5%) to engage in advocacy related to social justice concerns. Some questioned the practicality of adding social justice learning via additional courses to already full programs, while others proposed infusing a social justice lens across dietetic education and practice areas. Conclusions: Dietetic education and training must do more to prepare dietitians to answer calls for dietitians to engage in social justice issues through practice and advocacy.

scholarly journals Using the Mindfulness-Based Interventions: Teaching Assessment Criteria (MBI:TAC) in Supervision

2021 ◽  
Vol 10 ◽  
pp. 216495612198994 ◽  
Author(s):  
Alison Evans ◽  
Gemma M Griffith ◽  
Rebecca S Crane ◽  
Sophie A Sansom
Keyword(s):  
Teacher Training ◽  
Teacher Development ◽  
Good Practice ◽  
Assessment Criteria ◽  
Teaching Process ◽  
Reflective Dialogue ◽  
Conditions For Learning ◽  
Teaching Assessment ◽  
Reflexive Practice ◽  
Shared Language

The Mindfulness-Based Interventions: Teaching Assessment Criteria (MBI:TAC) is a useful framework for supporting teacher development in the context of mindfulness-based supervision (MBS). It offers a framework that enhances clarity, develops reflexive practice, gives a structure for feedback, and supports learning. MBS is a key component of Mindfulness-Based Program (MBP) teacher training and ongoing good practice. Integrating the MBI:TAC within the MBS process adds value in a number of ways including: offering a shared language around MBP teaching skills and processes; framing the core pedagogical features of MBP teaching; enabling assessment of developmental stage; and empowering supervisees to be proactive in their own development. The paper lays out principles for integrating the MBI:TAC framework into MBS. The supervisor needs awareness of the ways in which the tool can add value, and the ways it can inadvertently interrupt learning. The tool enables skills clarification, but the learning process needs to remain open to spontaneous experiential discovery; it can enable structured feedback but space is also needed for open reflective feedback; and it can enable conceptual engagement with the teaching process but space is needed for the supervisee to experientially sense the teaching process. The tool needs to be introduced in a carefully staged way to create optimal conditions for learning at the various stages of the MBP teacher-training journey. Practical guidance is presented to consolidate and develop current practice. The principles and processes discussed can be generalized to other forms of reflective dialogue such as mentoring, tutoring and peer reflection groups.

scholarly journals What does it Mean to be a Man? Trans Masculinities, Bodily Practices, and Reflexive Embodiment

2021 ◽  
pp. 1097184X2110085
Author(s):  
Sofia Aboim ◽  
Pedro Vasconcelos
Keyword(s):  
United Kingdom ◽  
Hegemonic Masculinity ◽  
The Body ◽  
The Political ◽  
The United Kingdom ◽  
Reflexive Practice ◽  
Bodily Experiences ◽  
To Come

Confronted with the centrality of the body for trans-masculine individuals interviewed in the United Kingdom and Portugal, we explore how bodily-reflexive practices are central for doing masculinity. Following Connell’s early insight that bodies needed to come back to the political and sociological agendas, we propose that bodily-reflexive practice is a concept suited to account for the production of trans-masculinities. Although multiple, the journeys of trans-masculine individuals demonstrate how bodily experiences shape and redefine masculinities in ways that illuminate the nexus between bodies, embodiments, and discursive enactments of masculinity. Rather than oppositions between bodily conformity to and transgression of the norms of hegemonic masculinity, often encountered in idealizations of the medicalized transsexual against the genderqueer rebel, lived bodily experiences shape masculinities beyond linear oppositions. Tensions between natural and technological, material and discursive, or feminine and masculine were keys for understanding trans-masculine narratives about the body, embodiment, and identity.

Enhancing the inclusion of gender and sexually diverse populations in evaluation: Reflections grounded in practice

2021 ◽  
pp. 1035719X2110436
Author(s):  
Jeffery Adams ◽  
Stephen Neville
Keyword(s):  
Human Rights ◽  
Social Justice ◽  
Diverse Populations ◽  
High Quality ◽  
Evaluation Practice ◽  
Inclusive Practice ◽  
Reflexive Practice ◽  
And Gender ◽  
General Populations

Evaluators are committed to practice that is high quality and conducted ethically. Despite this, gender and sexually diverse populations are not always adequately considered in evaluation practice. Ensuring fuller inclusion of gender and sexually diverse people is required to give effect to human rights obligations and to enable comparatively poorer wellbeing outcomes for these groups to be addressed. Based on our experience conducting evaluation (and research) with both general populations and gender and sexually diverse populations, we suggest a need to build inclusive practice among evaluators. To guide inclusive evaluation practice, we outline three domains for consideration – terminology and language, processes of research inclusion and implications of inclusion. These are not offered as a checklist but as a way to encourage reflexive practice among evaluators. Given evaluators are often concerned with promoting equity and social justice, we are hopeful that actions taken by evaluators can enhance the inclusion of gender and sexually diverse people in evaluation activities and contribute to better wellbeing outcomes for them.

Organizing practices of reflection: A practice-based study

2011 ◽  
Vol 42 (5) ◽  
pp. 505-520 ◽  
Author(s):  
Lynne Keevers ◽  
Lesley Treleaven
Keyword(s):  
Empirical Study ◽  
Reflective Practice ◽  
Multiple Forms ◽  
Collective Mindfulness ◽  
Critical Reflexivity ◽  
Reflexive Practice ◽  
Reflection In Action ◽  
Relational Qualities ◽  
The Impact

This article extends debates of how organizing practices of reflexivity and collective mindfulness are encouraged and sustained for learning, critique and change. We present, in a practice-based study, a fourfold framework of anticipatory, deliberative, organizing and critically reflexive practices. Our empirical study illustrates how these multiple forms of reflexive practice can support and co-shape one another so that knowing what to do next emerges in the midst of practice. Our analysis demonstrates the value of going beyond the optical metaphor of reflection to that of critical reflexivity and the metaphor of diffraction. This approach extends understandings of reflective practice in ways that foreground entanglement, co-production and the relational qualities of practice. Diffraction encourages managers and practitioners to not only reflect on what has been done but to also map the effects of their practices and interventions. This orientation assists them to notice the impact of their actions and better understand the complexities of organized reflection-in-action.

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