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ERIC Number: EJ1164408
Record Type: Journal
Publication Date: 2017
Pages: 16
Abstractor: As Provided
ISSN: ISSN-1090-1027
Reflection in Constellation: Post Theories, Subjectivity, and Teacher Preparation
Myers, Kayla D.; Bridges-Rhoads, Sarah; Cannon, Susan Ophelia
Journal of Early Childhood Teacher Education, v38 n4 p322-337 2017
Reflection is, no doubt, useful for shifting thinking, knowing, and doing. Indeed, many have felt its benefits. In this article, we wonder how reconceptualizing reflection with poststructural theories of subjectivity might disrupt some of the long-held assumptions that can produce resistance to reflective practices. We caution readers, though, that the ideas that we offer here are not to be taken up as solutions or prescriptions to improve reflection but as generative, incomplete, and always-in-process practices. We hope that readers leave this piece with questions about how reflection functions and how they might imagine different (unthought) ways to reflect.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A