This document discusses reflexivity in research. It begins by defining reflection as "thinking about" something after the event, while reflexivity is a more immediate process involving self-awareness. Critical reflection lies between the two. Reflections refer to a researcher's own biases, perceptions and subjectivities that can affect what they design, analyze and report. The document then discusses how reflexivity explores how researchers and their subjectivities shape an investigation. It provides examples of reflexivity in different qualitative research approaches and emphasizes the importance of researcher reflexivity in developing politically and ethically engaged research.

1. Presented By
Haroon Akhtar
Umer Khan
Presented To
Dr. Rana Muhammad Ayyoub
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2. 
CRITICAL REFLEXIVITY
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3. 
At one end stands reflection, defined simply as ‘thinking
about’ something after the event. At the other end stands
reflexivity; a more immediate and dynamic process which
involves continuing self-awareness.
Critical reflection lies somewhere in between
(Boud, 1998; Stephens and Reimer, 1993; Clark, 2004).
Reflection and Reflexivity
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4. 
Reflections are researcher’s
own Prejudice, perceptions,
pre-occupation or
subjectivities.
(Boud, 1998; Stephens and Reimer, 1993)
Reflections
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5. Reflexivity can be described as the process of exploring
the ways in which researchers and their subjectivities
affect what is and can be designed, gathered,
interpreted, analyzed, and reported in an investigation.
Reflexivity
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6. •Personal reflections on the influence of the
researcher’s identities and positions on the
inquiry;
;
•Analyses of the mutual relations between
participants (or data) and investigators and
how they affect the research.
•Critical considerations on assumptions,
expectations, and boundaries of the
researcher’s specific discipline.
Main kinds of Reflexivity
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7. As variables
Biases
Positions
Agendas,
Idéologies
Contents of reflexivity
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8. 
Qualitative
Approaches
Thematic
Analysis
Grounded
Theory
Phenomenology
Descriptive
Phenomenology
Interpretative
Phenomenology
Case studies
Mode of Reflexivity
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9. Dawn Freshwater and Gary Rolfe
 Faculty of Medicine and, Health Sciences, University of Nottingham,
Queens Medical Centre, Nottingham
 Issue published: January 1, 2001
Critically Reflexivity: A Politically & Ethically
engaged Research Method for Nursing (Paper # 01)
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10. 
 Traditional interpretations of research tend to
bifurcate research knowledge and practice
knowledge, with knowledge derived from practice
and direct interaction with patients being perceived
as knowledge that is not formally admissible by the
traditional scientific model
Abstract
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11. 
 Beginning with an analysis of knowledge and power
we explore the contribution of reflexivity to the
development of a politically and ethically engaged
research process in nursing.
 In discussing critical reflexivity as a research method,
we will outline the focus of reflexive research and the
role of the reflexive researcher.
Introduction
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12. Knowledge and power are indeed, two sides of same coin,
those with knowledge assume as:
Knowledge tend to assume position of Power
And those assume with power define:
What is to count valid knowledge in self-perpetuating cycle.
(Foucault, 1980)
Which Explains the Following:
Current imbalance with Quantity Methodology and their
Concurrent Funding,
Qualitative Methodologies which explore issues where
variables can’t be so strongly governed
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Introduction: Knowledge/Power

13.  This challenge to technical rationality suggest not only
 A new approach to research but also,
 A new approach to practice. ( new professional researcher)
In further developing the concept of reflective inquiry, we
will also be discussing the notion of Reflexivity, used by some
researcher synonymously, with term reflection.
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Towards a New Methodology
Reflection and Reflective Research

14. 
 The focus of reflexive research
 The role of reflexive researcher
 Validity and Reliability
 Reflexive data collection method
 Reflexive data representing method
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Some relevant Process to Reflexivity in
Paper

15. 
 What has been presented here is reflexive research
method which aims to challenge the traditionally
hierarchy established between research and practice
with purpose of legitimatizing practice as locale for
generation of knowledge.
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Conclusion

16.  Kitt Lyngsnes
 Nord University, kitt.m.lyngsnes@nord.no
A Reflexive Eye on a Collaborative Action
Research Project in School ( Paper # 02)
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17. 
 This article presents a reflexive analysis of a collaborative
action research project based on the “Nordic tradition” of
action research.
In this project I, in the role of researcher:
 four teachers in a Norwegian primary/lower secondary
school to develop teaching practice focused on students’
learning.
Abstract
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18. Extensive research evidence suggests that the quality of teaching
has a critical effect on student learning and achievement
consequently, facilitating teachers’ teaching skills and
professional learning is important in order to improve student
outcomes (Darling-Hammond, 2000; Hattie, 2009).
For this purpose we need :
 Professional knowledge
 Skills and
 Attitudes (Wilson, Barrar and Fung (2007)
Introduction
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19. The etymological root of the word reflexivity to bend back
upon oneself
 In research terms,
As thoughtful, self-aware analysis of the inter subjective
dynamics between researcher and the participants.
(Lynch, 2000, p. 27)
Reflexivity as Methodology
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20. The school that participated in the collaborative action
research project was a combined primary and lower
secondary school in one of Norway’s largest cities with
pupils from the first to the tenth grade.
 Data Collection
 Classroom observations
 group-interview with the teachers
Reflexivity as Methodology (cont…)
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21.  I have recognized the immense importance of exercising
reflexivity both during and after an action research project.
 I have recognized the immense importance of exercising
reflexivity both during and after an action research project.
 In the first round reflexivity was carried out simultaneously
throughout the period of the collaboration and provided insight
and alternative actions in the day-to day progress of the project
 In the second round the thorough re-examination of the data,
constitutes a retrospective reflexive analysis
Discussion And Conclusion
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22. 
 Dr Christina Hughes
 University of Warwick
 C.L.Hughes@warwick.ac.uk
DEVELOPING REFLEXIVITY IN RESEARCH
(Paper # 03)
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23. This package is concerned to:
to place the researcher at the center of an analysis of the
knowledge produced through social research
Drawing biographical aspects like,
values, politics, employment
motives, personal status's
Furthermore:
social divisions of age, gender, sexuality, ethnicity and
ability as they specifically apply to the researcher.
Abstract of the Paper
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24. Mezirow's Seven Different Levels of Reflection (Jarvis, 1995: 96)
 Reflectivity:
Awareness of specific perception, meaning, behavior
 Affective Reflectivity:
Awareness of how the individual feels about what is being perceived, thought or acted upon
 Discriminant Reflectivity:
Assessing the efficacy of perception, etc
 Judgmental Reflectivity:
Making and becoming aware of the value of judgments made
Introduction
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25.  Conceptual reflectivity:
Assessing the extent to which the concepts employed are
adequate for the judgement
 Psychic reflectivity:
Recognition of the habit of making percipient judgments on the
basis of limited information
 Theoretical reflectivity;
Awareness of why one set of perspectives is more or less
adequate to explain personal experience.
Introduction Continue…
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26.  The key to practitioner success is "developing one's own
continuing theory of practice under real-time conditions'
(Argyris and Schon, 1974: 157)
 Reflection in Action: Schon's The Sequence of Moments (Reeves,
1994: 105)
 .Routine Response
 · Surprise
 · Reflection
 · Question Assumptions
 · On the spot experiment
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Methodology

27. 
 A greater consciousness of narrative devices and
strategies of persuasion has led to greater risk taking
and experimentation in the presentation of research
data ( Perriton 1999, Richardson, 1990);
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Conclusion & Recommendation