Critical self reflection definition3/2/2024 ![]() ![]() It follows from these insights that the study of practices entails taking into account the interlocking perspectives of those whose activities collectively constitute the practice. Lewin 1952).Īdvocates of understanding social life and work from the perspective of ‘communities of practice’ similarly emphasise the ‘situated knowledge’ of those involved (e.g. This kind of involvement of participants in the research process has been an aspiration characteristic of action research since its beginnings (see e.g. Moreover, to embrace the perspectives of those involved from the subject or participant perspective, each in relation to the others involved, action research cannot but involve those who are participants in the practice as participants in the research process, preferably from the inception of an action research initiative to its conclusion, preferably as the agents of the research (not as ‘objects’ or only as observers), and preferably together, as collective agents. Further, if action research is to grasp practice in its social as well as its individual features, then it will best be undertaken as both an individual and a collective process by those whose action and interactions constitute the practice. If this is so, it follows that practices must be understood in terms of action and interaction in groups and collectivities as well as in terms of the action of individuals. He argues that practices are social in nature-that they are collectively formed through social action in history, and differently inflected in particular places and times. Schatzki ( 1996, 2002) argues that practices are ‘the site of the social’-features of ‘human coexistence’, and that they cannot be understood solely by understanding the intentional actions of individual persons. This process is experimental and the keywords may be updated as the learning algorithm improves. These keywords were added by machine and not by the authors. The chapter concludes that, as a teacher, as a teacher educator, as an advocate for the disadvantaged, as a researcher, and as an advocate for education, she exemplifies the virtues of the self-reflective practitioner. The six elements concern (1) practice, praxis and effective-historical consciousness, (2) critical and self-critical reflection, (3) communicative space, (4) exploratory action, (5) having a practical aim, and (6) having an emancipatory aim. It argues that profound commitments evidenced in her life and work over 30 years demonstrate that she is at least an accidental, if not a deliberate, practitioner of this form of action research. It uses the six elements (elaborated in the chapter) of a new definition of critical participatory action research as a framework for exploring Susan’s contributions to reflective practice in education and teacher education. ![]() This chapter celebrates Susan Groundwater-Smith as a self-reflective practitioner who has not merely been an advocate for practitioner inquiry but has also been an exemplary model of the self-reflective practitioner.
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