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ERIC Number: EJ911729
Record Type: Journal
Publication Date: 2011-Feb
Pages: 14
Abstractor: As Provided
Reference Count: 54
ISBN: N/A
ISSN: ISSN-1356-2517
Traces of Self: Online Reflective Practices and Performances in Higher Education
Ross, Jen
Teaching in Higher Education, v16 n1 p113-126 Feb 2011
This paper explores issues emerging from the question of how students and teachers negotiate issues of identity, authenticity, ownership, privacy and performativity in high-stakes online reflection in higher education. I examine in particular the notion of traces as both inscriptions and archives. Working online amplifies the destabilising and disturbing effects of compulsory reflection, and the combination greatly complicates the humanist notions that legitimise their use: that there is a "true self" which can be revealed, understood, recorded, improved or liberated through the process of writing about thoughts and experiences. Online reflective practices are implemented without acknowledgement of the difference being online makes, and issues of power in high-stakes reflection are disguised or ignored. These practices normalise surveillance of students' emotional and developmental expression, and produce rituals of confession and compliance. (Contains 9 notes.)
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: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A