Critical Reflexivity

2021 ◽  
pp. 9-20
Keyword(s):  
Critical Reflexivity

Challenging Adultism: Centering Youth as Educational Decision Makers

2020 ◽  
pp. 004208592095913
Author(s):  
Melanie Bertrand ◽  
Maneka Deanna Brooks ◽  
Ashley D. Domínguez
Keyword(s):  
Decision Making ◽  
Urban Schools ◽  
District Level ◽  
Decision Makers ◽  
Youth Of Color ◽  
Urban Settings ◽  
Educational Decision ◽  
Critical Reflexivity ◽  
Educational Decision Making

Research indicates that youth, especially those facing injustice, such as youth of Color in urban settings, are essential participants in educational decision-making. However, due to adultism and intersecting forms of oppression, their inclusion is not the norm. Grounded in the concept of adultism and the tradition of storytelling, we address the following question: How can educational researchers and practitioners challenge the adultism that constrains youth’s participation in school- and district-level educational decision-making? We share stories about our experiences in urban schools, considering adultism at the interactional, institutional, and curricular levels. Our implications center on using critical reflexivity to challenge adultism.

Corrupting Language

2021 ◽  
Vol 49 (3-4) ◽  
pp. 37-41
Author(s):  
Morgan Frick
Keyword(s):  
Health Care ◽  
Public Policy ◽  
Religion And Health ◽  
Critical Reflexivity

The problem of definition is a well-known concern for scholars of religion. Far from being a scholarly preoccupation, the issue has particular relevance in the health care profession. This article discusses how the dynamics of definition impact public policy and perceptions of health, especially during the COVID-19 pandemic. It also advocates for scholars to model critical reflexivity in their research on religion and health care, among other matters.

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.

scholarly journals Using Secondary Analysis to Maintain a Critically Reflexive Approach to Qualitative Research

2014 ◽  
Vol 19 (3) ◽  
pp. 53-64 ◽  
Author(s):  
Sarah Wilson
Keyword(s):  
Qualitative Research ◽  
Research Work ◽  
Secondary Analysis ◽  
Research History ◽  
Critical Reflexivity ◽  
Over Time

Maintaining a ‘critical reflexivity’ ( Heaphy 2008 ) or ‘investigative epistemology’ ( Mason 2007 ) in relation to the sedimented assumptions built up over the course of one's own research history and embedded in common research boundaries, is difficult. The type of secondary analysis discussed in this paper is not an easy or quick ‘fix’ to the important issue of how such assumptions can embed themselves over time in methods chosen and questions asked. Even though archived studies are often accompanied by relatively detailed metadata, finding relevant data and getting a grasp on a sample, is time-consuming. However, it is argued that close examination of rawer data than those presented in research reports from carefully chosen studies combining similar foci and epistemological approaches but with differently situated samples, can help. Here, this process highlighted assumptions underlying the habitual disciplinary locations and constructions of so-called ‘vulnerable’ as opposed to ‘ordinary’ samples, leading the author to scrutinise aspects of her previous research work in this light and providing important insights for the development of further projects.

scholarly journals Challenging the oppressive social context by redesigning learning space. The case of a business ethics class in Russia

2019 ◽  
Vol 31 (57) ◽  
Author(s):  
Polina Kalnitskaya
Keyword(s):  
Business Ethics ◽  
Narrative Therapy ◽  
Dominant Culture ◽  
Learning Space ◽  
Traditional Management ◽  
Writing Assignments ◽  
Group Activities ◽  
Critical Reflexivity ◽  
Political Background ◽  
Democratic Principles

The traditional management educational methods like in class group activities derive from Western democratic principles and work well in tolerant and pluralistic climate. However, in dogmatic and oppressive social environment, they just reinforce the dominant culture and create obstacles to develop students' critical reflexive thinking. Learning space becomes constrained by different overwhelming contextual factors: from group pressure to an authoritarian political background. On the case of the Russian business ethics classroom, this paper examines the influence of an oppressive context on the learning space and offers an approach to weakening this influence by intensifying students' critical reflexivity using writing assignments and supportive teacher's feedback based on a narrative therapy approach. 

scholarly journals Ritual as а Subject of Religious Reflexivity in British Social Anthropology and Catholic Traditionalism

2021 ◽  
Vol 17 (50) ◽  
pp. 131-168
Author(s):  
Ekaterina Khonineva
Keyword(s):  
Catholic Church ◽  
Social Order ◽  
Social Anthropology ◽  
Inner Life ◽  
Mary Douglas ◽  
Critical Reflexivity ◽  
Close Analysis ◽  
Vatican Council ◽  
Liturgical Reform ◽  
The Many

This article discusses how the Second Vatican Council (1962–1965) and the liturgical reform in the Catholic Church enhanced critical reflexivity on ritual semiotics and the boundaries of ritualism and anti-ritualism in British social anthropology (namely, in the works of Victor Turner and Mary Douglas) and in the protest movement of Catholic Traditionalism, and furnished the conditions for their discursive convergence. Since Turner and Douglas were Catholics, the similarities in the logic and rhetoric of academic and “folk” anthropology of ritual inevitably raise questions commonly labeled as the problem of belief, focusing on the risks and benefits of the anthropologist's religious commitments for ethnographic work. A close analysis of statements on liturgical reform by British anthropologists and Traditionalist Catholics shows that they share a common, Durkheimian view of ritual and social order; at the same time, intellectual and spiritual biographies of Turner and Douglas demonstrate that sometimes anthropology can influence anthropologists' belief as much as their belief influences their anthropology. These observations provide grounds for a revision of the problem of belief with a Protestant bias. The association of belief with the inner life and creeds is one of the many ways of conceptualizing the mediation of religious experience. In some cultures, such as traditional Catholicism, no lesser emphasis is placed on ritual performance. Thus, an exploration of the proximity of anthropological and Traditionalist “languages” of ritual description opens up prospects for a discussion of the place of attitudes toward ritual in anthropological epistemology and its historical roots.

Arts-based Research as Social Justice Activism

2011 ◽  
Vol 4 (1) ◽  
pp. 3-19 ◽  
Author(s):  
Karen Keifer-Boyd
Keyword(s):  
Social Justice ◽  
Qualitative Inquiry ◽  
International Congress ◽  
Arts Based Research ◽  
Critical Reflexivity

A social justice approach to arts-based research, as presented in this article through examples from five different perspectives on what constitutes arts-based research, involves continual critical reflexivity in response to injustice. At the First International Congress of Qualitative Inquiry, I identified five distinctly different perspectives on what constitutes arts-based research. The variations seemed to emphasize contiguous relationships such as: arts-insight, arts-inquiry, arts-imagination, arts-embodiment, and arts-relationality. Starting from a study of arts-based research, I construct historical and theoretical traces to and from these five facets of a social justice approach to arts-based inquiry. My analysis offers potentialities for an intermingling of these five faces of arts-based research in the interest of social justice. The examples of arts-based research as social justice activism presented here are intended to inspire transdisciplinary researchers to imagine ways to conjoin arts-based processes, subjects, and forms with social justice enactments of research.

Enhancing Response Ability: Dietetics as a Vehicle for Social Justice—A Primer

2021 ◽  
Vol 82 (4) ◽  
pp. 159-166
Author(s):  
Jennifer Brady ◽  
Tanya L’heureux
Keyword(s):  
Social Justice ◽  
Well Being ◽  
Dietetic Education ◽  
Collective Response ◽  
Critical Reflexivity ◽  
The Social ◽  
Health And Well Being ◽  
Do So ◽  
Lack Of Knowledge

Recent world events have shone a spotlight on the social and structural injustices that impact the lives, health, and well-being of individuals and communities under threat. Dietitians should be well positioned to play a role in redressing injustice through their individual and collective “response abilities”, that is, the combination of responsibility for and ability to be responsive to such injustices due to the varying privilege and power that dietitians have. However, recent research shows that dietitians report a lack of knowledge, skill, and confidence to take on such roles, and that dietetic education includes little knowledge- or skill-based learning that might prepare dietitians to do so. This primer aims to introduce readers to concepts that are fundamental to socially just dietetics practice, including privilege, structural competence, critical reflexivity, critical humility, and critical praxis. We assert that when implemented into practice and used to inform advocacy and activism these concepts enhance dietitians’ individual and collective response ability to redress injustice.

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