Seeing knowledge and knowers in critical reflection

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dc.contributor.authorTilakaratna, N.
dc.contributor.authorSzenes, E.
dc.contributor.editorTilakaratna, N.
dc.contributor.editorSzenes, E.
dc.date.issued2024
dc.description.abstractCritical thinking and reflection are often listed as important graduate qualities in university strategic plans. Yet critical reflection is often described in higher education research in terms of mental processes that are primarily cognitive. It thus remains unclear what it means for students to demonstrate evidence of critical reflection in their work - for students ‘critical reflection’ can be mystifying. This chapter explores how the sociological framework of Legitimation Code Theory offers a more accessible, robust, and visible approach to demystifying critical reflection. Showcasing a range of examples from nursing, social work, business, sports sciences, education, and English for Academic Purposes, this book illustrates how LCT can help design more effective approaches to researching, teaching and learning critical reflection in higher education.
dc.description.statementofresponsibilityNamala Tilakaratna and Eszter Szenes
dc.identifier.citationDemystifying Critical Reflection: Improving Pedagogy and Practice with Legitimation Code Theory, 2024 / Tilakaratna, N., Szenes, E. (ed./s), Ch.1, pp.1-17
dc.identifier.doi10.4324/9781003177210-1
dc.identifier.isbn9781003177210
dc.identifier.orcidSzenes, E. [0000-0002-8037-1092]
dc.identifier.urihttps://hdl.handle.net/2440/145725
dc.language.isoen
dc.publisherRoutledge (Taylor & Francis Group)
dc.relation.ispartofseriesLegitimation Code Theory
dc.rights© 2024 selection and editorial matter, Namala Tilakaratna and Eszter Szenes; individual chapters, the contributors
dc.source.urihttps://doi.org/10.4324/9781003177210
dc.titleSeeing knowledge and knowers in critical reflection
dc.typeBook chapter
pubs.publication-statusPublished

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