Reflection in work-based learning: self-regulation or self-liberation?

Siebert, S. and Walsh, A. (2013) Reflection in work-based learning: self-regulation or self-liberation? Teaching in Higher Education, 18(2), pp. 167-178. (doi:10.1080/13562517.2012.696539)

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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.

Item Type:Articles
Glasgow Author(s) Enlighten ID:Siebert, Professor Sabina
Authors: Siebert, S., and Walsh, A.
College/School:College of Social Sciences > Adam Smith Business School > Management
Journal Name:Teaching in Higher Education
Publisher:Taylor and Francis
Published Online:22 June 2012
Copyright Holders:Copyright © 2013 Taylor and Francis
First Published:First published in Teaching in Higher Education 18(2):167-178
Publisher Policy:Reproduced in accordance with the copyright policy of the publisher

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