This document discusses teaching reflexivity. It begins by defining reflexivity as critical reflective knowing that critiques other forms of knowledge. The document then outlines key issues for teaching reflexivity, including strategies and techniques, theories and approaches, assessment, and professional development. It provides examples of reflective tools and discusses limitations of reflexivity like self-indulgence. The document advocates for embracing subjectivity and examining conditions and effects when teaching reflexivity.

1. Health Sciences and Practice Subject Centre
Reflective Practice Special Interest Group
9th February 2009

2. Teaching Reflexivity
Elizabeth Smith

3. Bridging the divide between doing and
teaching reflexivity by examining how
we have learnt to use reflexivity in our
own areas of practice

4. “Critical reflective knowing is neither behavioural
nor technical, not truth establishing, nor
captured by a discipline. It critiques all other
forms of knowledge, and in so doing, it moves
beyond merely reproducing what is”
(Habermas, 1978)

5. Key issues for teaching reflexivity
1. Strategies and techniques
2. Theories and approaches
3. Assessment and monitoring
4. Professional knowledge and development

6. My learning about reflexivity

7. Reflective note book
{Trigger (App3/Date:21.07.06): A
conversation with a Supervisor}
My views have changed they
will again. Where will this
lead? What is there after this?
Have I initiated a way of
thinking that is just over-
stimulated reflexivity? Is
introspection a way of
researching? Is my agenda
overly personal –
emancipatory, therapeutic? Am
I researching me?

8. Being reflective involves picturing or
“visualizing oneself” (Stronach 2007)

9. Reflective tools
Reflective writing
• Learning journals, diaries, blogs
• Memos, reflective notes, writing prose
Reflective summaries
• Creating tables, lists or bullet points
• Tabulation of themes or issues
• Feedback/evaluation forms
Diagrammatic
representation
• Concept map, mind map
• Flow charts/diagrams
Creative representation
• Symbols, icons
• Pictures/images, dance
• Poetry
Audio/recordings
• Storytelling, CDs, digital recorder
• Video, film-making
Perspective taking
• Critical incident technique
• Peer/stakeholder/service user views
• Reflective interview
Interaction
• Peer- or group-discussion, team work
• Action Learning Sets
• Service user involvement

10. Reflecting on our performance “our
novel selves” and “our signature”
(Stronach 2007)

11. {Trigger (App3/Date:28.08.06): Transcribing interview data}
I have such a personal view of my relationship with
this study. I feel like I am one of two mirrors. I am
pointed at another mirror, which is the study. From
my position all I can see is me, reflected in the
study... I can see where the study has come from and
how my understandings have changed. But, I am in
a reflection trap. I am frustrated with looking at the
study and at me. It feels overly reflective and out of
control. I am mentally going around in circles,
scrutinizing every decision that I have made and
what I will do next.

12. Limitations of reflexivity
• Self-indulgence (Finlay 2002)
• Difficulties of reflection (Seale 1999)
• Paralysis (Weick 1999)

13. Reflexivity involves “thinking about the
conditions for what one is doing and the
affects” (Steier 1991)

14. “Research does not take place in a
neutral, apolitical, ideology-free
space. Nor is an autonomous, value-
free researcher responsible for it”
(Alvesson and Sköldberg 2000)
Oedipal effect
Episteme
Disciplines
Discourse M. Foucault

15. Reflective
themes
Self-critical
reflexivity
Critical
reflexivity
Interpersonal
reflexivity
Contextual
reflexivity
Structured Reflection
(Smith 2008)

16. “Reflexivity offers critical validation
through structured and ongoing
attention to personal, interpersonal and
contextual factors influencing what is
said and done, or not said and done”
(Smith 2008)

17. Key questions for teaching reflexivity
1. Strategies and techniques
• Reflective tools
• Pedagogy of reflexivity
2. Theories and approaches
• Purposes and uses of reflexivity
• Support for position of critical attitude
3. Assessment and monitoring
• Embracing and examining subjectivity
• Educational relationships e.g. supervision
4. Professional knowledge and development
• Monitoring how reflexivity is taught
• Stance & style of Reflective teacher

18. Reflexivity references
Alvesson, M. and Skoldberg, K. (2000). Reflexive Methodology: New Vistas for Qualitative Research. London: Sage Publications.
Bolam, B., Gleeson, K. and Murphy, S. (2003) “Lay person” or “Health expert”? Exploring theoretical and practical aspects of
reflexivity in qualitative health research. Forum: Qualitative Social Research, 4, 2, Art. 26.
Brookfield, S. (1993) Self-directed learning, political clarity and the critical practice of adult education. Adult Education Quarterly,
43(4), pp. 227–242.
Breuer, F. and Roth, W. (2003) Subjectivity and reflexivity in the social sciences: Epistemic windows and methodical consequences.
Forum: Qualitative Social Research, 4, 2, Art. 25.
Dowling, M. (2006) Approaches to reflexivity in qualitative research. Nurse Researcher, 13, 3, 7-21.
Finlay, L. (2002). Negotiating the swamp: the opportunity and challenge of reflexivity in research practice. Qualitative Research, 2,
209-230.
Finlay, L. (2002) Outing the researcher: The provenance, process, and practice of reflexivity. Qualitative Research, 12, 4, 531-545.
Foucault, M. (1982) The subject and power. Critical Inquiry, 8, (4): 777-95.
Habermas, J. (1978) Knowledge and Human Interests (second edition). London: Heinemann.
Hardy, C., Phillips, N. and Clegg, S. (2001) Reflexivity in organization and management theory: A study of the production of the
research ‘subject’. Human Relations, 54, 531-560.
Holland, R. (1999). Reflexivity. Human Relations, 52, 463-483.
Hsiung, P. (2008) Teaching reflexivity in qualitative interviewing. Teaching Sociology, 36, 211-226.
Johnson, P. and Duberley, J. (2003) Reflexivity in management research. Journal of Management Studies, 40, 1279-1303.
Leach, L., Neutze, G. and Zepke N. (2001) Assessment and empowerment: some critical questions. Assessment & Evaluation in Higher
Education, 26, 4, 293-297.
Lewis, M. and Grimes, A. (1999). Metatriangulation: Building theory from multiple paradigms, Academy of Management Review, 24,
672-690.
Riley, S., Schouten, W. and Cahill, S. (2003) Exploring the dynamics of subjectivity and power between researcher and researched.
Forum: Qualitative Social Research, 4, 2, Art. 40.
Smith E. (2008) Appearances of power: service user involvement in health research. PhD thesis. University of London.
Stronach, I., Garratt, D., Pearce, C., Piper, H. (2007) Reflexivity, the picturing of selves, the forging of method. Qualitative inquiry, 13,
2, 179-203.
Weick, K. (1999) Theory construction as disciplined reflexivity: Tradeoffs in the 90s. Academy of Management Review, 24, 797-806.
Woolgar, S. (ed.) (1988) Knowledge and Reflexivity. London Sage: Publications.