Critical Reflection and Challenging
Assumptions
Cordelia Bryan
• Just thinking about
or musing on things
is a form of
reflection
• What is the
difference between
this and critical
reflection?
• Why is critical
reflection what
underpins this
course?
• How might I
provide evidence of
my own critical
reflection?
Challenging our
assumptions
Brookfield suggests that
by hunting for our
assumptions, we can
begin a critical dialogue
about what we do as
teachers.
Challenging our
pedagogic assumptions
is central to most
accredited PG Cert.s and
to CPD of teachers.
Brookfield, S. (1995)
Challenging our
assumptions
Paradigmatic
assumptions are our
renderings of ‘reality’ .
It takes a considerable
amount of contrary
evidence and
disconfirming
experiences to change
them.
Brookfield, S. (1995)
Challenging our
assumptions
Prescriptive
assumptions are
assumptions about
what we think ought
to be happening in a
particular situation.
How a ‘good’ teacher
should behave
What good
educational processes
ought to look like
Challenging our
assumptions
Causal assumptions
are usually stated in
predictive terms.
E.g. If we make
mistakes in front of
students this creates a
trustful environment
for learning in which
students feel free to
make errors with no
fear of censure or
embarrassment.
Hunting Assumptions for your
Reflective Statement
It's common sense to visit
small groups after
you've set them a task,
since this demonstrates
your commitment to
helping them learn.
Visiting groups is an
example of respectful,
attentive, studentcentered teaching.
Hunting Assumptions for your
Reflective Journals
Reflection Prompt
• Think of some
assumptions you held
(or still hold) that have
been challenged since
engaging with
pedagogic theory.
• Write them down in
your journal.
Hunting Assumptions for your
Reflective Journal
Reflection Prompt
Think of one assumption
relating to teaching,
learning or assessment you
have examined and found
to be ‘dodgy’.
Identify whether it is
• Paradigmatic
• Prescriptive or
• Causal
What makes reflection critical?
Brookfield argues that
reflection becomes
critical when it has two
distinctive purposes:
The first is to understand
how considerations of
power undergird, frame
and distort so many
educational processes
and interactions.
What makes reflection critical?
The second is to question
assumptions and
practices that seem to
make our teaching lives
easier but that actually
end up working against
our own best long term
interests - in other
words, those that are
hegemonic.
Critical Reflection as the
Illumination of Power
The dynamics of power
permeate all educational
processes. Critical theory
& reflection challenges the
dominant beliefs &
practices (Paulo Freire).
Hunting and challenging
our assumptions is often
the first step in working
more democratically and
co-operatively with
students and colleagues.
Critical Reflection as the
Recognition of Hegemonic
Assumptions
Hegemony describes the
process whereby ideas,
structures and actions
come to be seen by the
majority of people as
wholly natural, preordained and working for
their own good, when in
fact they are constructed
and transmitted by
powerful minority interests
to protect the status quo
that serves these interests
so well.
Brookfield (1995)
Challenging some
potentially Hegemonic
Assumptions
Constructive alignment is
common sense – why would
one not align teaching with
learning outcomes and their
assessment?
Developing Communities of
Practice is based on learning
as social participation. Is
this not common sense &
desirable?
Communities of Practice Wenger, E.
(2006)
Theories of social
structure: institutions;
norms ; & rules
Theories of social
practice: groups;
shared resources &
mutual
relationships
Theories of
identity: gender;
class; ethnicity;
age
Theories of situated
experience: daily
existence; people &
environments
Theories of
Collectivity
Theories of
meaning
Theories of Power
Theories of
subjectivity
Theories of Social Learning
Challenging some
potentially Hegemonic
Assumptions
Constructive alignment is
common sense – why would
one not align teaching with
learning outcomes and their
assessment?
Developing Communities of
Practice is based on learning
as social participation. Is
this not common sense &
desirable?
Communities of Practice Wenger, E.
(2006)
Reflection
Prompt
In each of the two
statements on the
previous slide there
are inherent
assumptions.
What assumptions are
inherent in the two
learning theories?
Make some notes in
your Reflective Journal
explaining them.
Potential tensions for
Critical Learning
Communities
In the next slide
the two columns
indicate some
characteristics of
Neo-liberal Higher
Education set
against
characteristics of
Critical Learning
Communities.
Reflective Prompt
Consider whether the slide
represents your experience
of Higher Education.
Write a few notes about
your views and feelings
before concluding with
what you might DO to
‘square the circle’ so to
speak.
This is not a comfortable
exercise!
* Neo Liberal Higher Education
Institutions
Critical Learning Communities
Individualism
Community
Focus on outcomes learning
Focus on process of learning
Efficiency
Justice (Paulo Frere et al)
Competition
Cooperation
Territoriality
Teamwork
Isolation/fragmentation
Networking
Defensive
Responsive
Closed working environment
Open working environment
References
Brookfield, S. (1995) Becoming a critically reflective teacher.
San Francisco: Jossey-Bass.
Frere, P. (2001) Pedagogy of freedom: Ethics, democracy and
civic courage. Oxford: Rowan and Littlefield
* Laycock M. (2009) Developing Critical Learning
Communities: a practical guide. Table showing the
characteristics of Neo Liberal Higher Education Institutions
and Critical Learning Communities presented at SEDA
Conference: Underpinning Academic Practice with Research
and Scholarship 7 & 8 May, 2009, Brighton, UK.
Wenge, E. (2006) Communities of Practice: Learning Meaning
and Identity, Cambridge University Press.