Bellamy, Molly;
(2021)
A Genealogy of Reflective Practice.
Doctoral thesis (Ph.D), University of London.
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Abstract
The thesis considers the phenomenon of Reflective Practice as it is deployed in Higher Education in the United Kingdom today. It draws on a Foucauldian notion of governmentality to provide the theoretical basis for understanding the proliferation of Reflective Practice as a discursive practice in Higher Education. It undertakes a genealogy of Reflective Practice with a view to examining a ‘history of the present’ and considers the ways in which the Reflective Practitioner is the touchstone for a policy framework that seeks to acculturate the student into Higher Education. It problematises the Lockean premise that subscribes to the notion that experience is the foundation of knowledge and that through reflection one can change or direct self conduct in ways that can be planned for. The genealogy explores three distinct historical periods that engage with and reinforce the notion of the self as the site of knowledge construction and meaning making in the form of; the reflective practitioner of the 21st century; the entrepreneur of the self in the late 20th century ; and the subject of the Commonwealth of Learning as conceived by John Locke, of the seventeenth century and early enlightenment. It notes the ways in which Reflective Practice recurs as a teleological dynamic that serves to facilitate a transition to a new governmental order, with recourse to the reflexive subject as the touchstone of liberal governance. The thesis presents a case study of student writing to explore the relationship between discourses of education and actual processes of education that characterise Higher Education today. The concern is, after Fairclough (2006), that if we cannot provide adequate representations for processes of education we risk providing ideological ones.
| Type: | Thesis (Doctoral) |
|---|---|
| Qualification: | Ph.D |
| Title: | A Genealogy of Reflective Practice |
| Event: | UCL (University College London) |
| Open access status: | An open access version is available from UCL Discovery |
| Language: | English |
| Additional information: | Copyright © The Author 2021. Original content in this thesis is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) Licence (https://creativecommons.org/licenses/by-nc/4.0/). Any third-party copyright material present remains the property of its respective owner(s) and is licensed under its existing terms. Access may initially be restricted at the author’s request. |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Education, Practice and Society |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10136405 |
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