critical reflexivity
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Affilia ◽  
2022 ◽  
pp. 088610992110663
Author(s):  
Christine Mayor ◽  
Shoshana Pollack

Creative writing during the COVID-19 pandemic can serve as a decolonizing intersectional feminist method for critical self-reflexivity. We share responses to the prompt: “If my therapeutic practice came with a warning label in COVID-19, what would it say?” and provide an analysis of the neoliberalism, whiteness, and colonialism embedded in our creative writing and practice. Engaging in critical self-reflexivity through metaphor carries potential for revealing hidden gendered, racialized, colonial, and neoliberal biases and norms related to social work practice, particularly when done in a collaborative, dialogic manner. We conclude by providing possible creative writing prompts that might be used in social work practice, supervision, and teaching to advance existing practices of self-reflexivity in social work both during and beyond the pandemic.


2021 ◽  
pp. 164-191
Author(s):  
Simon Cox

This chapter traces the subtle body concept through the work of Carl Jung, who is introduced to the idea by G. R. S. Mead’s theosophical books. After tracing Jung’s early engagement with the Orient, the chapter moves to an analysis of the subtle body concept in his work, specifically in his engagements with Eastern traditions: Daoism, Kundalini Yoga, and Tibetan Bardo Yoga. After examining Jung’s use of the subtle body concept in his translation-commentaries on Eastern texts, the chapter turns to how Jung incorporates the concept into his own psychology of individuation based on the techniques of active imagination and dream analysis. The chapter turns to Jung’s seminars on Nietzsche, where he presents the subtle body concept with a unique dose of critical reflexivity and Kantian rigor. It ends with Jung’s late-life speculation about a future where, following the quantum revolution and spitting of the atom, humans evolve into subtle body–dwelling creatures who occupy a world of psychical substance.


2021 ◽  
Vol 4 (1) ◽  
pp. 103-123
Author(s):  
Sarah Turner ◽  
Sarah Delisle

Hmong ethnic minority populations in Vietnam’s northern borderlands have a long history of oral tradition and story-telling. Yet with an historical absence of literacy and no self-created written archives, the first-hand knowledge and experiences of Hmong elders is seldom communicated beyond their kin. At the request of a Hmong community member we developed a collaborative, intergenerational oral history project that would allow stories of Hmong elders to be shared on the internet. Concurrently, we trained Hmong youth in research methods, helping to improve their English skills and contribute to inter-generational knowledge transfer. Drawing on debates regarding collaborative North-South ethnography, positionality and critical reflexivity, and feminist fieldwork approaches, we contemplate our roles as two Global North researchers interacting with Global South ethnic minority youth and elders, and the degree to which we were able to help support the creation of subaltern counter-narratives to Vietnamese state discourses of upland minority histories.’


Author(s):  
Eric Ng ◽  
Donald C Cole

Dietitians are deeply embedded within food systems, so food systems concepts are becoming an essential component of dietetic education in Canada. Yet how can we, as educators, better prepare future dietitians to embrace the complexity of food systems and be forces of change towards equity?  In an effort to explore this question in a practical way, we integrated food systems concepts into a mandatory course of a public health graduate dietetics program. This field report shares our experiences teaching food systems over five years based on our notes kept, student feedback, and course evaluations. Our learnings have been in three key areas: intentions, facilitation, and tensions. We recognized that teaching about food systems is value-laden. Hence we have been explicit with the students about our positionality and our intentions in designing the course, partly to meet the management of food systems competency requirements, but also to stimulate thinking about alternative options for purpose, structures, and processes in food systems.  Our facilitation approaches aimed to foster a critical consciousness towards social justice and systems change. Using teaching and evaluation methods such as experiential learning, community projects, and reflection assignments, students have encountered the complexity of food systems and the challenges-opportunities they pose.  As educators, we have grappled with the tensions of challenging dominant positivist discourses in public health nutrition. Politicized topics such as migrant farm-worker regimes, industrial food production, regulation of food marketing, and mitigation of the impact of colonization have generated debates in the classroom about the role and scope of dietetic practice. Most students have situated themselves more explicitly within a food system, and some began to question hidden structures of power. While it remains challenging to address this breadth within the constraints of one course, we believe it worthwhile to model and stimulate critical reflexivity with the next generation of dietitians as critical food learners-teachers themselves. Even though the course is no longer offered using this food systems approach, course components can be integrated throughout the dietetic curriculum.


2021 ◽  
Vol 82 (4) ◽  
pp. 159-166
Author(s):  
Jennifer Brady ◽  
Tanya L’heureux

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.


2021 ◽  
Vol 18 (4) ◽  
pp. 349-357
Author(s):  
Susan Dieleman

Abstract In this response to Chin’s The Practice of Political Theory: Rorty and Continental Thought, I complete two tasks. First, I clarify that Chin’s project is a metatheoretical one, aiming to reconstruct Rorty’s account of political theory as practice. Second, I claim that this reconstruction makes it possible to respond, on Rorty’s behalf, to charges that his position is complacent and acquiescent, especially as it relates to the contemporary issue of post-truth politics.


2021 ◽  
pp. 152483992110503
Author(s):  
Alyssa M. Lederer ◽  
Katherine M. Johnson ◽  
Jessica L. Liddell ◽  
Sydney Sheffield

Sexual violence is a major problem on college campuses, and innovative solutions are needed. Our university created a semester-long, credit-bearing, academic course as a curricular intervention intended to reduce sexual violence on campus. In this article, we describe the multiple methods used to evaluate the course, including a pre–post online survey with a quasi-experimental design, a qualitative content analysis of student reflection papers, and semistructured interviews with previously enrolled students conducted by a peer interviewer 3 months after course completion. The synthesis of evaluation findings indicated that an academic course has the potential to positively affect campus climate around sexual violence. Furthermore, using multiple methods enabled us to create a theory of change that illustrates how key course components shaped students’ knowledge, attitudes, and behaviors about sexual violence, thereby ideally generating campus change. Results have been used by various stakeholders for both practice-based and scholarly purposes. We provide lessons learned and implications for practice that are transferable to other multimethod curricular intervention evaluations regardless of topical focus, including the many ways in which using multiple methods added value to the study; the considerable investment of time and resources needed when using multiple methods; the challenges that can arise when integrating findings across methods; the major benefits of having a multidisciplinary research team consisting of faculty and students; and the need to engage in critical reflexivity.


2021 ◽  
pp. 155545892110411
Author(s):  
Tiffanie Lewis-Durham ◽  
Monique Saastamoinen

Washington Hunt is an urban community school attempting to balance the implementation of equity initiatives that meet the needs of minoritized students and families while preventing the adoption of deficit perspectives among school staff. The purpose of this case is to describe how “deficit-creep”—the subtle infusion of deficit-based perspectives from well-meaning administrators—can thwart sincere attempts at community building and social justice. This case study provides an opportunity for emerging leaders to use critical reflexivity to identify deficit-creep and shed light on the strengths and assets of the community it serves. Finally, this case provides students with an opportunity to grapple with how policy makers and school leaders make sense of inequity that is linked to classism and racism.


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