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

    Walsh, Anita and Siebert, S. (2013) Reflection in work-based learning: self-regulation or self-liberation? Teaching in Higher Education 18 (2), pp. 167-178. ISSN 1356-2517.

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    Abstract

    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.

    Metadata

    Item Type: Article
    School: School of Business, Economics & Informatics > Management
    Depositing User: Sarah Hall
    Date Deposited: 23 Oct 2014 15:54
    Last Modified: 23 Oct 2014 15:54
    URI: https://eprints.bbk.ac.uk/id/eprint/10781

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