Critical reflexivity as a pedagogy for inclusivity in teacher education

Abstract

In our ‘intertwingled’ global society where contact and interactions between individuals from different backgrounds, cultures and nations have become the norm, the exercise of reflexivity has become an imperative in understanding and managing interactions between the subjectivities of diverse individuals. While several fields in the social sciences and management have already appropriated the use of critical reflexivity in higher education to enhance personnel professionalism, the use of critical reflexivity in teacher education for the professional development of teachers to become inclusive educators has so far received limited attention. This chapter introduces relevant literature on critical reflexivity, drawn from various disciplines, and provides a rationale for its adoption as a pedagogy within teacher education for developing inclusivity on the part of teachers. Based on our teaching and research work at the National Institute of Education in Singapore, this chapter also describes how we have weaved critical reflexivity and its various elements as a pedagogical practice within teacher education to prepare teachers to become more inclusive practitioners.