Critical Reflexivity Research Articles

Navigating Ethical Tensions Through Critical Reflexivity: A Participatory Filmmaking Research Project With Children With Disabilities

This paper illustrates the importance of critical reflexivity in guiding socially and ethically responsible participatory research through an analysis of reflexive notes pertaining to the process of a participatory filmmaking research project with children with disabilities. Within this process, numerous ethical tensions emerged in the field regarding the participation of children with disabilities, authenticity of stories shared, navigating facilitator’s voice, issues of representation of child co-researchers, safety and risks associated with sharing everyday realities within the film, and limits to immediate action. The practice of individual and shared critical reflexivity among researchers, and inclusivity of child co-researchers, was central in navigating ethical tensions. This paper makes transparent the process of critical reflexivity within a participatory action research project by highlighting the ethical tensions faced, contextualizing them within cultural practices and power relations, and sharing strategies used to address ‘ethics in practice.’ We end by proposing practical strategies to enhance reflexive research practices in participatory work.

Mobilizing Critical Occupational Therapy Praxis to Promote Structural Justice, Equity, and Rights[Formula: see text

Societal structures and systems compel occupational therapists, at times, to behave in ways that perpetuate injustices. Justice theorists have described how Global North social structures have created the conditions for oppression of some groups while enabling additional groups to have unearned privileges. Mobilizing critical occupational therapy praxis is an essential response. This lecture addresses three questions: why should occupational therapists integrate structural justice, equity, and rights into their everyday practices?; what gives occupational therapy the potential to be a structural justice-, equity-, and rights-oriented profession?; and, how can occupational therapy mobilize critical praxis that will promote structural justice, equity, and rights? Occupational therapy's embeddedness in structures of injustice and therapists' obligations to integrate justice, equity, and rights into their everyday practices are increasingly evident. A focus on occupational participation, growing critical consciousness, socially transformative practices, and capacity for collective action position occupational therapy to be a structural justice-oriented profession. Critical reflexivity and reflection; justice-, equity-, and rights-based lenses; and acts of resistance and disobedience to oppressive systems can help mobilize critical praxis. Occupational therapists have individual and collective opportunities for exercising the moral imagination and moral courage to mobilize critical occupational therapy praxis.

In Defense of Democratic Qualitative Research Teams: A Bourdieusian Approach to Critical Reflexivity

In this article, we provide a critical reflexive tool developed to interrogate hierarchical research team structures. As members of a qualitative research team working on a large-scale federally funded project, we aim to provide guidance for scholars interested in working against established hierarchies toward more democratic team practices. Our approach is guided by critical scholarship that employs Bourdieu’s conceptualization of reflexivity to move beyond individual-level positionality, toward the critical analysis of the larger academic field and intellectual bias produced through the neoliberal academic field. Though some have argued for the need to preserve hierarchy, we stand in defense of democratic teams.

Holding ourselves to account: The precarity dividend and the ethics of researching academic precarity

This article uses critical reflexivity as a method to document and analyse the ethical dilemmas that emerge when researching academic precarity across the permanent/precarious divide. With our project on long-term academic precarity as a case study, and as people who experienced long-term academic precarity, we take as the starting point other researchers’ silences on their positionality and about who does the work in the production of research on academic precarity. Although our small, unfunded project was driven by feminist ethics and transformative feminist praxis, there were some ethical issues we did not foresee, nor could we resolve. We focus on three main ethical dilemmas that arose as moments of discomfort, triggering extensive reflection and discussion: (1) authenticity and subjectivity, (2) disclosure of employment status and (3) complicity in and benefit from the precarisation of academic work, or what we term the ‘precarity dividend’. The article seeks to push the boundaries around how researchers hold themselves to account in the process of knowledge production. We suggest that precarity and especially the precarity dividend must become an inherent ethical consideration in all social scientific research design. It is a call for social researchers to make explicit – in writing, in ethics reviews and in presentations of their work – the labour process and labour conditions of all those involved.

Us and them: colonialism and racism in remote Aboriginal healthcare discourse

ABSTRACT Background The origins of modern Australia are settler colonialist, the logic of which initiated theft of land and attempted erasure of First Nations peoples. This study explores the role of non-Aboriginal Health Care Workers (HCWs) in the ongoing settler colonial project and the formation of mental models that lead to dualistic discourse embodying structural and interpersonal racism. Methods Using van Dijk’s sociocognitive model of Critical Discourse Analysis, colonial ideology, HCW mental models and discourse about Aboriginal people were explored. Results The dualistic categorisation of Us and Them underlies racist discourse around responsibility, dependence, health, illness and the role of culture in health. HCWs had poorly conceived ideas about cultural safety and demonstrated hierarchical thinking, exclusion and collusion in racism. Conclusions Remote HCWs will continue to propagate the ideology of settler colonialism unless cultural safety, critical reflexivity and anti-racism training are prioritised in cultural training.

Emotion–Identity–Agency Triangle in Practicum Experience: A Pre-service Second Language Teachers Development of Critical Emotional Reflexivity

Earlier research has established that language teachers’ identity work is intertwined with emotions and called for incorporating emotions in language teacher education. Yet, there is limited research investigating how teacher education programmes pedagogize identity, emotions and agency to help pre-service teachers gain critical emotional reflexivity. To respond to this gap in the literature, we pedagogized Kayi-Aydar’s emotion–identity–agency triangle via three teacher learning activities in a critical practicum course in a pre-service English language teaching programme in Turkey: reflective emotion diary; auto-ethnography; and critical issues analysis and advocacy project. In this study, we explore a Korean pre-service language teacher's (Iris's) case to demonstrate how she navigated her emotions, identity and agency throughout the practicum course with the help of these teacher learning activities and critical, dialogical supervision in our course. At the beginning of the term, Iris expressed anxiety due to her novice non-native pre-service teacher identity. Yet, as she gained critical emotional reflexivity, Iris could reflect on her emotions critically, transform her internalized deficit view of her identity as a novice non-native pre-service teacher and perform her multicultural and multilingual identity in her emerging pedagogy. We argue that findings from this study offer evidence that when intentionally and systematically supported by second language (L2) teacher educators through the design of teacher learning activities, pre-service L2 teachers can develop critical reflexivity of their emotions and emotion labour and recruit this awareness for teacher agency even over a short period of time and in contexts of power imbalance such as pre-service practicum experience. We offer recommendations for L2 teacher educators.

Cross-cultural experiences: Voices of the Chinese doctoral students at a Spanish university

The aim of the study was to investigate the experiences of Chinese doctoral students at a Spanish university, aiming to enhance understanding of transcultural experiences. Challenges perceived during their cultural transition throughout their doctoral studies were explored, along with the strategies they employed to overcome these obstacles. Following a qualitative approach, eight participants were interviewed in depth on critical incidents experienced in academic and sociocultural settings. Effective communication emerged as the main challenge. Most critical incidents in the relationship with supervisors were associated with mismatched expectations and misunderstandings regarding learning objectives and activities. Limitations in writing in English and unfamiliarity with the sociocultural environment of the host university were perceived as hindering the achievement of academic goals and the adaptation to the local culture. Interaction with other doctoral students, self-determination, critical reflexivity, and autonomy were coping strategies that facilitated cross-cultural adaptation. The results confirm the legitimate socio-educational needs of Chinese students and their broad cultural and pedagogical agency. Results are useful for institutional support programs and to help doctoral students and supervisors establish adaptive cross-cultural relationships. Moreover, the study shows the resourcefulness of Chinese students in dealing with the challenges of cross-cultural transition and emphasizes the role that higher education institutions must play in serving international students.

Symbolic Cohesion and Interpretive Freedom

Within contemporary Australian and Indonesian society, diverse cultural and religious expressions are celebrated to promote mutual understanding and tolerance. However, while such expressions are treated as symbolic of broader pluralist or liberal ideals, the interpretive dynamics of these traditions are rarely considered integral to shaping mainstream discourse on social cohesion. In this article, we consider two distinctive contexts of Indigenous and minority engagement with aspirations for unity in diversity, a concept that can encapsulate a range of responses to varied contexts, such as religious diversity or the need for interdependence within social organisation. Specifically, we explore Warlpiri Australian formulations of kinship through ngurru-kurlu and Indonesian Christian engagement with Pancasila. Showing the potential for these perspectives to enrich broader discourse on social cohesion, we suggest that similarities in the originating impetus of these frameworks can stimulate heuristic enquiry and critical reflexivity across diverse settings. While upholding distinctly localised traditions and experiences, intimations of gift in traditional Warlpiri ceremony and Christian experience underscore the importance of relational generosity to the embodiment of unity in diversity.

Forming and Transforming: Critical Reflection in The University Education of Professionals

Objective: In universities, a key challenge is to integrate practical work knowledge with theoretical knowledge to adapt to the changing demands of the labor market and society. In this context, the objective is to explore how the integration of theory and practice in master's programs focused on formative professions can facilitate transformative learning, enabling students to develop critical and reflective competencies applicable in both professional and personal contexts. Theoretical Framework: The research is grounded in Habermas's theory of communicative action, transformative learning, and training-action-research approaches, addressing concepts such as critical reflexivity, self-formation, and the integration of practical and theoretical experiences. Method: A qualitative methodology with an action-research design, termed training-action-research, was adopted. Twenty-five students from a master's program in education participated. Data collection involved participant observation and practice analysis, focusing on critical reflection and rational dialogue about work and training experiences. Results and Discussion: The alternation between theory and practice facilitated the development of reflective and critical competencies in the students. The study highlights implications, identified relationships, discrepancies, and limitations. Research Implications: The results can enhance teacher training, promote continuous professional development, and implement reflective and critical practices in educational and professional settings. Originality/Value: The study presents an innovative approach to professional university education, emphasizing critical reflexivity and transformative self-formation, with potential impacts on teacher training and professional practice.

Reflexivity After Asymmetry: New Humanism and New Possibilities for Critical Reflexive Practice

Reflexivity After Asymmetry: New Humanism and New Possibilities for Critical Reflexive Practice

A conceptual exploration of researcher positionality and critical reflexivity in disaster research through the lens of Bourdieu

PurposeThe purpose of this paper is to deconstruct the current discourse on researcher positionality in disaster research and it aims to enhance disaster researchers’ reflexivity, using Bourdieu’s capital, field and habitus theories.Design/methodology/approachThis conceptual paper relies on secondary literature from empirical and theoretical works and incorporates critical self-reflection from author’s own research experience.FindingsAs Bourdieu would argue, one’s habitus is interactive and responsive to contexts (field and other agents’ habitus and capital), thus reflexivity requires more than the acknowledgement of one’s ascribed and achieved social characteristics. Bourdieu’s theories help disaster researchers enhance their reflexivity and better understand the nature of researcher positionality: contextual, dynamic and negotiated.Originality/valueThis research provides a critical and theoretical discussion of researcher positionality in disaster research. Drawing from Bourdieu’s theories, researcher positionality can be framed in relation to not only researcher’s structurally differentiated insider–outsider status but also how interactions with the research participants and contexts in which the research is conducted influence that positionality.

Culture-centered reflexivity as critical assessment

ABSTRACT In this short piece, we argue that, in light of issues with traditional grading practices, critical assessment activities, particularly through guided reflexivity, can support equitable and social justice–oriented education in communication and beyond. The article posits that a culture-centered critically reflexive self-assessment empowers learners to use communication as an inquiry into and as a challenge to taken-for-granted dominant ideologies. We present prism visualizations as an assessment practice of critical reflexivity informed by the culture-centered approach (Dutta, M. J., Moana-Johnson, G., & Elers, C. 2020. COVID 19 and the pedagogy of culture-centered community radical democracy: A response from aotearoa New Zealand. Journal of Communication Pedagogy, 3, 11–19. https://doi.org/10.31446/JCP.2020.03) and consider lessons from the implementation of this practice in an interdisciplinary graduate course on relationship-centered teaching.

From Perspectival Myopia to Professional Transformation: An Autoethnographic Retrospection of a High School Principal from Nepal

ABSTRACT This paper presents a re-storied account of my (lead author) decade-long (2007–2017) professional journey as a high school principal in diverse educational settings in Nepal. Using an autoethnographic approach, I have theorized my leadership transformation approaches through professional storytelling, employing critical reflexivity to trace intimate leadership experiences where authoritarian approaches to leadership, disparities, and inequalities in schools run rampant. My perspectival myopia, professional vulnerabilities, and the discrepancies between my leadership ideals and behaviors resulted in issues such as perceptions of disengagement, underperformance, and dissatisfaction on the receiving end, prompting me to contemplate professional transformation. While outlining several significant steps and missteps in transforming my actional and cognitive behaviors, this paper explores my evolution toward a more reflective, democratic, ethical, equitable, and participative conceptualization of educational leadership and underscores the transformative potential of personal-professional development through adaptable perspectives and critical self-reflection, offering valuable insights for educational leaders globally.

Communicating about diversity: challenges and strategies related to integrating race into the rural higher education classroom

ABSTRACT In a country where conversations about race, racism, power, and identity are becoming more commonplace and viewed as a necessity for creating an inclusive society, it is striking that many higher education faculty members struggle to incorporate these kinds of conversations into the classroom. While studies have pointed to a variety of reasons, including faculty members’ racial literacy and their White fragility, few studies to date have examined what faculty members from American rural contexts view as obstacles and opportunities in discussing race in the classroom. This study fills this gap by examining what barriers and strategies faculty members from a rural Predominantly White Sea and Land Grant institution engage with when discussing race-related topics in the classroom. Utilising a mixed-methods approach, this study’s findings revealed barriers consisting of instructor ambivalence and discomfort, student discomfort, lack of experience with and insight into discrimination, and institutional issues such as lack of support. This study also identified strategies that instructors indicated using to successfully incorporate race into the classroom, including strategies aimed at creating a productive classroom environment, exposing students to diversity, and creating an environment that allowed for critical reflexivity. The study concludes with recommendations on how higher education administrators and instructors in rural areas can work to render discussions about race more constructive and meaningful.

Finding a home for the video essay: Videographic criticism and the study of Chinese television drama

Although some conflate the digital humanities with data-driven quantitative research, other conceptualizations of the digital humanities emphasize post-print methods of scholarship with unprecedented reach outside of the academy. Video essays are an example of this vision for the digital humanities: they are critiques of film advanced through film itself with crossover appeal to popular audiences. This paper places the author’s personal experience creating a video essay on Chinese television in the context of the state of the field of Chinese television studies and current debates over the function of videographic criticism. Current scholarship on Chinese television often neglects the visuality of the televisual text and the individual experience of television viewing. Because video essays are themselves an audiovisual text, they foreground the visual, and their position between popular and scholarly forms of communication creates room for including subjective responses. The critical reflexivity of ‘scholarly video essays’ on Chinese television would serve as a useful complement to the vernacular audiovisual ­commentary already prevalent on the Chinese internet. By reconceptualizing the work and proper position of the scholar, videographic criticism can productively challenge the ‘regime of separation’ between researcher and object of study upon which East Asian studies is built.

Uncovering Local Knowledge in Grassroots Associations: An Illustration of the Critical Reflexive Approach

Grassroots associations (GAs) are the “keepers” of collective local knowledge yet uncovering that local knowledge remains challenging for nonprofit researchers. In this study, we propose the utility of reflexivity for nonprofit scholars conducting research aimed at accessing local knowledge within GAs and illustrate its use in practice through collaborative autoethnography (CAE). From block clubs to mutual aid groups, grassroots associations provide a space for members to come together, share insights, build community, and are important repositories of local knowledge. However, GAs remain the “dark matter” of the nonprofit sector—understudied and undertheorized. We discuss the difficulties nonprofit researchers face in accessing the local knowledge of resident within grassroots associations. We then present our CAE methodology and conclude by recommending that scholars interested in accessing local knowledge engage in reflexive praxis attuned to power and positionality. This study contributes to expanding our work with and knowledge of grassroots associations within nonprofit studies.

Research as a Mangrove: Emancipatory Science and the Messy Reality of Transdisciplinarity

This study explores the challenges of realizing the emancipatory potential of transdisciplinary research and methodology through a case study involving researchers from the Federal University of Bahia and the community of Siribinha Brazil. The project aimed to prioritize community perspectives, critical reflexivity, and dialogue between diverse knowledge systems to address social-environmental challenges. However, three core challenges emerged: 1) Power inequities often persist despite calls for participation and collaboration; 2) critical theoretical reflections do not always translate into practical actions that challenge these inequities; and 3) bridging theory and practice necessitates developing interpersonal skills and fostering care. This research highlights the fragility of transdisciplinary methodologies and emphasizes the need to address power imbalances, bridge theory and practice, and cultivate interpersonal skills and care. It contributes to discussions on implementing transdisciplinary approaches that not only address epistemic challenges but also fulfill the political ambition of benefiting disenfranchised communities.

On becoming a coaching practitionerresearcher: A duoethnographic study

Using a duoethnological approach, this paper synthesises the perspectives of two coaching practitioner researchers exploring questions of the epistemological and ontological foundations of coaching as an academic discipline and domain of professional practice. Initially, focus is centred on reflecting on the authors’ responses to two questions (1) How do my research interests and questions arise from my practice experience as a reflective coach or coach educator? and (2) How can I contribute to the development and impact of the coaching profession by integrating coaching practice and research expertise? Engaging with these questions through duoethnography, understood as a collaborative research methodology that promotes introspection and critical reflexivity, six themes were conceptualised as follows: (1) Pre-commencing the duoethnography process; (2) Beginning the duoethnography process and first phase of meeting; (3) Reflections on ontology of self and development; (4) The phenomenology of emergence in the coaching context; (5) Clarifying a personal coaching research agenda; (6) Reflection and commitments to forward/future action. These themes support an argument for an existential-humanistic conceptual framework that contributes towards establishing coaching as an academic discipline and domain of professional practice. The article concludes by arguing that by personally engaging with questions of the ontology of self and ways of knowing oneself and others, duoethnography dialogue can contribute to the personal development of coaching psychologists and the professional evidence base of coaching practice.

Navigating between Promises and Realities of Transdisciplinary Research for Environmental Conservation

Transdisciplinary approaches combining technical perspectives with qualitative insights from the social sciences and non-academic stakeholders have emerged as a promising way to address the complexity of current socioenvironmental crises. However, transdisciplinary incorporation of diverse interests, knowledge, and worldviews requires acknowledging and addressing inherent inequities. Our case study combines two complementary transdisciplinary studies, the first conducted by a biologist/ecologist being trained in inter- and transdisciplinary methods at the time of the study, applying a quick participatory diagnosis in a fishing community, while the second is conducted by a social scientist studying the research group itself. Our results allow an exploration of the challenges and possibilities of navigating from transdisciplinary ideals to practical implementation. Our findings highlight the importance of nurturing relationships built on care, reciprocity, and openness to address the power imbalances inherent in university-community participatory practices. We suggest that the community’s autonomy and agency can be preserved while actively engaging its members in the transdisciplinary process, alleviating power differences and fostering a collaborative and equitable transdisciplinary framework. Overall, we emphasize the significance of integrating participatory methods, critical reflexivity, and attention to power dynamics in realizing the potential of transdisciplinary approaches for addressing complex conservation challenges and fostering meaningful community engagement.

Architectural learning networks: a study on eliciting the learning agendas of architectural schools

PurposeThe purpose of this paper is to demonstrate how network theory and methods can provide insights into the forces shaping architectural learning agendas and knowledge construction in architectural schools.Design/methodology/approachThe methodology involves conceptualising learning as a constructivist process and the agenda as an interconnected network of actors, concepts and relations. Network analysis techniques, including centrality and brokerage metrics, are used to identify roles and knowledge flows using the data locally collected from Turkish universities as well as from the OpenSyllabus open-source database.FindingsThe analysis reveals the enduring influence of early modernists, signalling imbalanced canon formation in the architectural learning system. However, marginal voices highlight struggles in integrating unconventional perspectives. Limited integration of local figures indicates a consolidation of Eurocentric epistemes. Identifying these hidden forces is vital for reimagining learning agendas and socio-culturally engaged forms of learning. Pioneering figures demonstrate potential for synthesis when situated as brokers, not bifurcated schools.Research limitations/implicationsThe outcomes are limited by the geographical and temporal boundaries of the data and the analysis method employed. Despite limitations, the diagnostic network framework reveals architectural learning as an open, contested ecosystem demanding pluralistic pedagogies concerning not only the global but the local, both canonical and marginal. Further research covering more data could enrich the understanding of qualitative complexities.Practical implicationsThe network perspective prompts critical reflexivity about power, ideology and exclusion in knowledge construction. Strategic inclusion and diversification of voices provide pathways to bridge divides and ground learning locally.Originality/valueThis research offers a methodology model to examine forces and influences shaping architectural education by elucidating hidden and remote roles and knowledge gaps in learning agendas. Extending the techniques more widely can enable strategic interventions toward inclusive, impactful learning across disciplines, time and geographies.