ERIC Number: EJ1012623
Record Type: Journal
Publication Date: 2013
Abstractor: As Provided
Reference Count: 41
Reflection in Work-Based Learning: Self-Regulation or Self-Liberation?
Siebert, Sabina; Walsh, Anita
Teaching in Higher Education, v18 n2 p167-178 2013
This article considers the role of reflective practice in work-based learning in higher education. The benefits of using reflection for learning at work have been widely recognised and the pedagogy to support reflection is now established. However, the use of reflective practice has been subjected to considerable critique, and many of the criticisms draw on Michel Foucault's concepts of governmentality, pastoral power, confession and self-regulation. Drawing on our professional experiences of supporting students in undertaking reflection, we examine the general critique put forward. Having considered the case that reflection supports self-regulation in a way which disadvantages individuals while benefiting organisations, we argue that reflection can be used to empower individuals. We do this by drawing attention to the elements of Foucault's argument which include the importance of agency in the exercise of power.
Descriptors: Reflection, Workplace Learning, Higher Education, Job Skills, Self Control, Colleges, School Business Relationship, Professional Development, Adult Education
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Adult Education; Postsecondary Education; Higher Education
Authoring Institution: N/A