Reflexivity

The verb /forgytan/ is used reflexively six times in the extant Old English corpus, and all six instances are found in King Alfred’s translation of Gregory the Great’s /Regula pastoralis/. As the translation adopts from its Latin source the concept of what I call ‘completely reflexive forgetting’ (the forgetting of one’s self), it adjusts the concept for an Anglo-Saxon audience by reimagining and reconfiguring the logistics of the mind and its mechanisms of perception. Completely reflexive forgetting is thus imagined as the process by which a ruler ceases to perceive himself from within (as God always does) and begins perceiving himself from without (from the perspective of his subjects), thereby slipping into a perpetually totalizing state of self-concealment.

Lee Ann Fujii and I became fast friends, colleagues, and disciplinary comrades soon after we met at the 2004 Institute for Qualitative and Multi-Method Research (IQMR). IQMR presentations and workshops sparked fourteen years of conversation about the discipline, our positionality with respect to the discipline and research participants, methodologies, the “field,” and much more. Lee Ann made me laugh and encouraged me to think harder as we talked over coffee and chocolate at home in Oakland, New York, Washington, DC, Indianapolis, and Toronto; met up at APSA annual meetings; and practiced yoga together...

Enacted February 24, 2014 and effective until August 1, 2014, Uganda’s Anti-Homosexuality Act targeted Ugandans of minority sexual orientations and gender identities—many of whom self-identify as 'kuchu'—by imposing life sentences for homosexual sex and same-sex marriage. The original Anti-Homosexuality Bill introduced in 2009 promised even worse for kuchus: it would have mandated that all Ugandans report known homosexuals and threatened execution for serial offenders and other perpetrators of “aggravated homosexuality.” In the context of Ugandan political conflict, emerging international human rights norms, and global asymmetries of power, Uganda has become an ideological battlefront where competing actors—both US-based and Ugandan—advance their respective visions of a just and righteous global society. These factors mandate that US-based activists and organizations painstakingly consider how (or whether) they can advocate responsibly and effectively for international human rights related to gender identity and sexual orientation. Through interdisciplinary lenses and critical analysis, this paper explores three questions:

• How is Uganda distinct from other sites of antigay legislation?
• How have US-based organizations impacted Ugandan discourse and policy toward kuchus?
• How can US-based rights advocates and activists campaign for kuchus without doing them further harm?

ABSTRACT: This paper examines Moran’s argument for the special authority of the first-person, which revolves around the Self/Other asymmetry and grounds dichotomies such as the practical vs. theoretical, activity vs. passivity, and justificatory vs. explanatory reasons. These dichotomies qualify the self-reflective person as an agent, interested in justifying her actions from a deliberative stance. The Other is pictured as a spectator interested in explaining action from a theoretical stance. The self-reflective knower has authority over her own mental states, while the Spectator does not. I highlight the implications of this construal for a theory of action, and call attention onto some other interesting normative relations between the self-reflective agent and the Other that escape both the first-person and the third-person approach. My contention is that the authority of self-reflection (and of reason) is best understood as a relation of mutual recognition be-tween self and other...

Empirical research within critical psychology is strongly associated with the use of qualitative methods. In the field of qualitative psychology a distinction can be made between experiential and critical approaches (Braun & Clarke, 2012a, Reicher, 2000), both of which involve some kind of critique of mainstream psychology. Experiential approaches aim to capture participants’ experiences and perspectives and ground research in participants’ accounts, rather than researcher’s categories, but view language as a reflection of “internal categories of understanding” (Reicher, 2000: 3), and so assume it is possible to ‘read off’ participants’ thoughts, feelings and practices from their use of language. By contrast, critical approaches challenge what experiential approaches have in common with mainstream psychology – the assumption that language is only of interest as a description of inner states. Critical approaches (usually some version of discourse analysis) understand and analyse language as something that is constitutive, rather than reflective, of our social and psychological words, as a form of social action. One of the most common qualitative methods is (some form of) thematic analysis (TA); however, there is debate about whether TA is an experiential or a critical approach, and thus an appropriate analytic method for critical psychology.

For no apparent reason, research philosophy tends to send dissertation students into a mild panic. The befuddlement caused by a range of new terminology relating to the philosophy of knowledge is unnecessary when all that you are trying to achieve is some clarity over the status of any knowledge claims you make in your study. Accounting and Finance sits within the broader context of the social sciences, and this chapter offers a guide to the standard philosophical positions required to specify the particular form of research you plan to undertake. Collectively, these positions will define what we refer to as a research paradigm (see Figure 4.1: Methods Map). For us, a comprehensive artic-ulation of a research design draws together five layers of interlocking choices that you, the researcher, should make when specifying how you plan to execute your research. There is no single 'right' way to undertake research, but there are distinct traditions, each of which tends to operate with its own, internally consistent, set of choices. The Methods Map offers a clear and structured approach that will ensure that you can identify each of the choices you make in selecting the research design for your project. The process of developing a research design begins with the location of your proposed work within a particular research paradigm. Certain methods of data gathering and analysis tend to follow from certain paradigms, although it is important to notice that these implied pathways are not fixed. What is truly important is your ability to recognise and justify the interlocking choices which represent your own research design. Later chapters will deconstruct and explain the subsequent stages of the Map, namely those choices relating to both data gathering and data analysis. The sections that follow in this chapter relate to the starting point of the Methods Map, labelled 'Research Paradigm. ' We shall first consider the reasons for articulating a research philosophy, before exploring objective and subjective ontologies, and the epistemological positions known as positivism, critical realism, action research and interpretivism. In passing, we will also look at rhetoric (the study of persuasive language) and axiology (the study of value) as a means of rounding out your understanding of some key phrases and concepts.

You care about difference. In this exigent mood we begin to rework reflexivity through disability and trauma studies. Using performative writing, we trouble you, me, and we in order to uncouple analytical rigor from individual bodies and identities. As we consider violence, injury, and ability, we complicate an imperative for personal disclosure. While continuing to insist on accountability to privilege, we highlight queer vulnerabilities, alternative representation, and non-normative emotion. We draw together readers and writers in a recursive textual process, a feminist ethic attentive to inequality and suffering. We call this methodological presence with others reflexive caring.

Intersectionality has increasing traction in interdisciplinary inquiry, yet questions remain about qualitative intersectional methods. In particular, scholars have yet to consider how to write qualitative research in the service of intersectionality. Drawing upon my disciplinary training in communication studies, I argue that the field’s theoretical grounding offers useful resources for advancing intersectional writing. Because communication theory posits that symbols both reflect and make reality, it resonates with an intersectional desire to simultaneously describe and transform the world through critical analysis. Using exemplars from communication scholars, I highlight how this interplay of approaches can advance identity politics and trouble identity categories. Furthermore this approach can help qualitative writers to link what some perceive to be distinct ‘levels’ of analysis. By discussing techniques for coupling reflexivity and voice, I make communication theory intelligible for intersectional writing and also invite communication studies to become more intersectional.

Building upon their earlier analysis of therapeutic culture, the authors consider whether the increasing mediatisation of everyday life may be a source of and support for what they see as core elements to the therapeutic: emotional expressivity, reflexivity and ...

2012 _ This dissertation deals with the ritual and sacerdotal organisation of a Cuban mythical-ritual complex of Yoruba origin, articulated around two poles with complex and sometimes conflicting relationships: Santería, based on the personalised relationship followers tie with entities called orichas, and Ifá, a divinatory pole centred on the use of the eponymous oracle. The aim is to highlight the interdependent relationships that unite these two poles. To this end, the thesis gives descriptive and analytical primacy to the structuration of the initiatory practices that constitute the basis of these practices and to their pragmatic, formal and interactional dimensions. It highlights two elements. (1) Different forms of critical reflexivity, relayed by a multi-headed social organisation, by the nature of ritual knowledge and by the indeterminacy of certain ceremonial procedures, constitute the first element on which the coherence of the whole rests. In particular, they involve debate, exegesis, contestation and, sometimes, conflict that are intrinsic of priesthood practice as well as of the ritual execution and initiation performances. (2) Two divergent conceptions of practice, conveyed by these forms of reflexivity and stemming from profoundly distinct initiatory experiences for a santero/santera or a babalao, are at the origin of the founding tension which organises this bipolar complex and the relations between its specialists. These conceptions somehow incompatible are brought into constant confrontation due to the collegial coordination imposed by the ritual, generating continuous negotiations which endow this complex with its distinctive dynamics and unity  / Cette thèse porte sur l’organisation sacerdotale d’un complexe mythico-rituel cubain d’origine yoruba articulé autour de deux pôles aux rapports complexes et parfois conflictuels : la santería, fondée sur la mise en relation personnalisée des adeptes avec des entités orichas, et Ifá, pôle divinatoire centré sur l’usage de l’oracle éponyme. L’objectif est de mettre en évidence les relations d’interdépendance qui unissent ces deux pôles. Pour cela, la thèse accorde une primauté descriptive et analytique à la structuration des pratiques initiatiques qui constituent le socle du culte et à leurs dimensions pragmatique, formelle et interactionnelle. Elle met en valeur deux éléments. (1) Différentes formes de réflexivité critique, relayées par une organisation sociale pluricéphale, par la nature des savoirs en présence et par l’indétermination de certaines procédures cérémonielles, constituent le premier élément sur lequel repose la cohérence de l’ensemble. Elles font notamment du débat, de l’exégèse, de la contestation et, parfois, du conflit, des ressorts intrinsèques de la pratique sacerdotale ainsi que de l’exécution rituelle et des performances initiatiques. (2) Deux conceptions divergentes de la pratique, véhiculées par ces formes de réflexivité et issues d’expériences initiatiques profondément distinctes, sont à l’origine de la tension fondatrice qui organise ce complexe bipolaire et les relations entre spécialistes. A priori incompatibles, ces conceptions sont amenées à se confronter constamment du fait de la coordination collégiale imposée par le rituel et engendrent des négociations continues qui impriment sa dynamique et son unité distinctives à ce complexe sacerdotal

In day to day practice, Prosthodontists and General
Dentists frequently come across patients who have extreme oral
sensitivity by which they are unable to tolerate any foreign
material in the oral cavity. Patients with such sensitivity often
complaint of nausea, gagging or vomiting during the dental
procedures which creates a difficult situation to manage. The
objective of this paper is underline and understand the
neurophysiology of gag reflex and enable an operator to manage this situational emergency

In this paper, we propose that reflexivity can be revealed through a deliberate adjunct to the IPA process. This adjunct, which we refer to as 'echoes', is a mixture of the participant's and researcher's words and experiences resonating with each other during the research process. We argue that explicitly recognising echoes gives a heightened sensitivity to both the researcher's own place and being in the research, and to the other in relation to the researcher. Exploring the echoes enables the researcher to work with, rather than dismiss, their own presuppositions and exposes greater phenomenological sensibility toward the 1

The chapter discusses the multiplication of layers of reflexivity in the course of innovation processes. And it discusses different framings that are underlying different kinds of reflexivity, such as epistemic and political. This leads to a complex entanglement of different forms of reflexivities, as illustrated for the innovation of 'citizen panels' as a particular form of publication participation. Conclusions discuss conceptual implications for understanding innovation dynamics and practical challenges of doing innnovation in a horizon of liquified realities and values through endless spirals of reflexivity.

Este capítulo reflexiona en torno a la cuestión de la investigación y los desafíos metodológicos cuando enfrentamos la investigación con las personas migradas.
Se proponen algunas bases teóricas desde donde iniciar este proceso reflexivo.
Este es un capítulo en el marco del  libro Desafíos de la migración: ¡cómo acercarnos a las personas migradas?. Miradas de y  y desde la investigación e intervención social. de Andrea Avaria. Universidad Santo Tomás. 2012

This paper insists that a psychological theory should be reflexive, i.e. it should be able to account for itself and its development if it is to be taken seriously as a valid contribution to the discipline. Bannister was a member of a panel of discussants on a BBC television programme during the 1970s in which he challenged the featured speaker, B. F. Skinner. He asked Skinner if he could account for the development of his theory of operant conditioning in terms of schedules of reinforcement. Not surprisingly, Skinner was bemused and unable to give a satisfactory account.

Given the scarcity of methodological reflections by geographers studying homelessness, and drawing from ethnographic research in Athens, this article provides an empirical reflexive account of the complexities of practising homelessness research through ‘spaces of care’. Emphasising the institutional nature of these spaces, it highlights the role of institutions, such as NGOs and public authorities, in shaping certain local contexts for geographic research. Precisely, the circulation of specific homeless-related discourses throughout spaces of care shapes the ‘viscous field’ of institutions, wherein research moves become difficult and subject positionings are set a priori. Therein, the twofaced figure of Janus becomes the metaphor for the geographer in the viscous field, who embodies simultaneously two faces-roles: of researcher and volunteer. Afterwards, a focus on bodies highlights the emotional and performative aspects of the encounters with research participants. Eventually, four-plus-one ethical pro-positions for practising geographic research on homelessness are given in place of conclusions. Overall, the article is an empirical contribution to institutional geographies, their methodologies, and the difficulties, complexities and negotiations for researchers-volunteers. For the ‘trouble of institutions’ may also be a methodological trouble for geography practitioners in research sites such as spaces of care, where researchers-volunteers, participants and institutions become entangled with one another.

I Laboratori Tematici di Ricerca sono spazi di costruzione della conoscenza, che attraverso un dispositivo riflessivo, ispirato alle comunità di ricerca e di pratiche, attivano processi di innovazione e trasformazione professionale e organizzativa, teorie locali e saperi situati sul lavoro socioeducativo, apprendimenti condivisi.
Riflettere su questa esperienza ideata e realizzata negli ultimi anni dalla Cooperativa sociale «La Grande Casa» di Sesto San Giovanni è un’opportunità unica di osservare dall’interno un esempio concreto di valorizzazione dei professionisti (gli educatori e le educatrici), che non sono meri esecutori di teorie apprese in formazione, ma, in linea con gli studi di Schon, Wenger, Mezirow, sono dei veri costruttori di teorie locali e di conoscenze pratiche insostituibili, che possono dare un contributo significativo anche alla ricerca, in questo caso, nel settore del Child and Family Welfare.
La pratica professionale dell’educatore, quando raggiunge livelli di qualità elevati, è certamente connessa alla capacità di fare ricerca, di tentare di comprendere la storia e la visione del mondo dell’utente che accompagna, bambino o adulto che sia; di individuare le migliori strategie per risolvere le problematiche e le difficoltà con cui questi si trova a convivere; di valutare la situazione, facendo scelte e assumendone il rischio, che potremmo definire “educativo” o “pedagogico”; di interrogarsi continuamente sulle proprie azioni, sulle modalità dei suoi interventi e sulle conseguenze delle sue decisioni; di verificare i risultati di quanto ha fatto e sta facendo; di esplorare l’ecosistema e tessere connessioni e relazioni.
Emergono così le voci e i percorsi plurali e situati di professionisti competenti che spesso non vengono ascoltati e che, invece, in questo contesto vengono assunti come contributi preziosi nell’arricchire e rinnovare una cultura socioeducativa e pedagogica che è il vero patrimonio di un’organizzazione del terzo settore come La Grande Casa.

In my contribution to this forum I discuss The Status of Law in World Society from the perspective of interdisciplinary research in International Law and International Relations. While problematising the mediation on interdisciplinarity itself, I suggest that the remainder of the book is an example of reflexive interdisciplinarity, which uses cross-disciplinary encounters to learn about one's disciplinary blindspots, hidden assumptions or silences, and to destabilize its certain knowledges and common senses. This is interdisciplinarity as counter-disciplinarity proper: it shows how interdisciplinary research can be a non-imperialist, enriching and stimulating conversation, precisely because it refrains from dictating this in the form of a set research agenda with a delineated roadmap. The Status of Law instead highlights the scholarly merits of posing questions, being puzzled and having contestations as more important and productive features for our academic endeavour and interdisciplinarity itself.

Managers do not only take action. They are continually required to reflect upon that action. It seems obvious, but what does it mean to reflect? Can we develop a theoretical model for how it can be done or at least how we can come to terms with the concept of reflection in relation to management? This article makes an attempt. Inspired by the system theory of Niklas Luhmann, the article elaborates and develops four different modes or steps of reflection; Construction (pre-reflection), Reconstruction (reflection of first order), Deconstruction (reflection of second order) and Transformation (reflection of third order). The ambition is to create an analytical framework from which we can study and practice the reflection processes of management. At the same time paying attention to the critical aspects of the reflexive regime and thereby, the article ends up with a call to continually keep on reflecting upon reflection.

Angelehnt an Uberlegungen der transformativen Erwachsenenbildung und der Wissenssoziologie werden an einem konkreten Beispiel drei methodologische Metakonzepte vorgeschlagen, mit denen man Alltagssituationen und vorhandene Theorien zur Interkulturalitat mehrperspektivisch erschliesen kann. Das Vorgehen wird kulturreflexiv genannt, weil Bedeutung, Konstruktion und Voraussetzungen (inter-)kultureller Uberlegungen und Selbstzuschreibungen auf ihre jeweiligen Pramissen hin betrachtet werden konnen.

This study explored the impact of instructional interventions with four Middle School English Language Learners in Science. The initial focus was to determine the impact of explicit academic vocabulary instruction, including cognates, and small-group guided discussions in order to facilitate the acquisition of cognates, academic vocabulary, and comprehension of scientific concepts. To accomplish this, various methods were implemented to gather data: observational and reflective field notes, a cognate-circling task, along with group and individual interviews. Upon the initial data analysis, an emerging question surfaced which added an additional dimension to the research, and shed light on the complexity of the teacher/research role. Thus, data analyzed and reflected both original and emerging questions, uncovering various patterns that impacted students’ learning. It also provided insight into how a researcher’s roles can affect the types and quality of data. Implications are provided for researchers, classroom teachers, bilingual teachers, professional development providers, and university programs developing new teachers.

Purpose – The paper seeks to support a better understanding of the types (or processes) of reflexivity which may be involved in the practice of organizational research, and the implications of reflexive practice for organizational researchers.

Design/methodology/approach – A characterization of reflexivity as a process is developed from extant research, in four steps. First, the principal dimensions of reflexivity – reflection and recursion – are identified and delineated. Second, recursion is shown to have two modes, active and passive. Third, reflection is shown to have both closed, self-guided and open, relational modes. Fourth, through integrating the detailed characterizations of each of the dimensions, different types of reflexivity are identified and defined.

Findings – The paper shows how different types of reflexivity may be experienced sequentially, as a progressive process, by organizational researchers. Implications for research practice are derived from a consideration of this process.

Originality/value – The paper develops a novel conceptualization of reflexivity as a process with individual and relational aspects. This conceptualization supports important insights for the conduct and legitimation of reflexive research.

This paper is a first attempt at outlining a conceptualisation of critical thinking that foregrounds the role of emotion. Building on a relational and interdependent perspective (as opposed to the traditional technical-rational view), it is proposed that greater awareness of emotions and the information they are conveying to us (emotional literacy) is something that would enhance the process and impact (or result) of critical reflection and contribute a significant advancement of the conceptualisation of the approach. 1 Correspondence to: Jacqui McManus; address: The University of New South Wales, NSW 2052, AUSTRALIA; phone: +612 9385 2808; email [email protected].

Qualitative methodologies offer various approaches to interpreting qualitative data. Here, we consider how different approaches to interpreting the same data can be useful in learning about the scope and utility of qualitative methods, as well as exploring the role of reflexivity in analytic decision-making and interpretation. We apply both thematic and discourse analysis to university students’ responses to an open-ended question about ‘women who smoke while pregnant’. We show how our interpretations differ when analytic attention is paid to the content (thematic analysis) versus the rhetorical function (discourse analysis) of participants’ responses. We also show how reflexivity, compatible with our discursive analysis, allowed us to identify the local discursive context in which the data were produced and therefore how participants oriented to this context. We use our learning experience as a way of showcasing the value of dynamic and reflexive approaches to qualitative data.

"By inviting educators from diverse backgrounds to participate in creative conversations I had hoped to reflect on experiences that had helped construct our theories of environmental education, and inform practice. I sought consistency across the espoused ethics of co-participants, namely critical perspectives grounded in environmental justice. However, this quest was interrupted by a growing awareness of the interference of power dynamics between myself and the other participants, and of my own commitment to respect the stories being told. This narrative describes my “dance” of meaning making.
The community dance examining privilege, identity and meaning is a study of how I may be contributing to the same oppressive situations I passionately strive to work against. Concepts of knowledge, power, and identity ebbed and flowed within stories drawn from the mountains of Tanzania to the hills of Colombia, and from the frozen shores of Kirkland Lake to the trout filled streams of Karman, Iran. Making meaning is itself an act of power and privilege, so I danced to make room for multiple understandings of these stories, of environmental education, and of research. This work offers an experience of disruption that raises questions and broadens the inclusion of people, ideas and other life into “accepted” research and pedagogical practices.
Conventions embedded within research and education were disrupted throughout this reflexive process. As the author of this text, I was uncomfortable with the role of being the dominant voice, and consciously chose not to impose my interpretation on the stories shared by co-participants. The struggle to resist the very privilege in which my own education practice and this research process are so deeply steeped revealed normative forces that often threaten to undermine attempts by educators and researchers to act according to critical theories and environmental justice ethics. To accept the invitation to dance with the text is to step into the rhythmic intricacies of a collaborative process of reflexion. Circling hand-in-hand and giving weight to fellow dancers’ movements shifts individuals from being carriers of truths to being community members sharing in the collaborative process of dancing the world into existence."

La conférence vise à illustrer une des notions fondamentales de l’esthétique contemporaine : la « réflexivité ». Il s’agit du fait qu’une œuvre ou une expérience artistique parle, entre autres, d’elle-même ; que l’art est, surtout, un discours, une réflexion, une prise de position sur l’art lui-même.
Dans un premier temps, on tentera de clarifier cette notion, distinguant une série de possibilités : citation, parodie, virtuosité, œuvre(s) dans l’œuvre, mise en abyme… Dans un deuxième temps, on discutera de la première exposition du Centre Pompidou–Metz comme du cas exemplaire, peut-être extrême, de la tendance réflexive de l’art. Une série de chefs-d’œuvre censés mettre en question le « chef-d’œuvre », un musée qui héberge les critiques au dispositif muséal, une expérience de l’art qui consiste en une série de modes d’emploi, de mises à distance, voire de détournements de l’expérience de l’art.
Finalement : l’art comme le discours sur le discours sur le discours… sur l’art.

This paper takes up the explication and ethical analysis of three topics of global importance. The first is environmental degradation (viz., anthropogenic global warming); second, the popularized notion of an ultimate techno-human ‘singularity’, subsets of which are artificial life/intelligence and transhumanism; and third, interpersonal violence, recent examples of which (including acts of global and domestic terrorism) will be discussed in building toward the paper’s superordinate goals. Psychology is situated within and around these issues: its past relations with them being summarized, and current trends that may have important implications for the broader field and the world’s future being noted. Additionally, psychology’s moral and practical placements in relation with these topics will be critically assessed. It is argued that psychology, and in particular theoretical and philosophical psychology, are uniquely positioned to effect positive change in our ongoing engagement with these issues. Psychologists in general may uncover the human factors (e.g., motivations and social surroundings) involved in the creation, culmination, and perpetuation of them; theoretical and philosophical psychologists could bring people’s relevant existential attitudes (viz., their lifestyles and beliefs) to light, via the creation of novel methods for public use. Examples of the latter include the phenomenological case study of criminals, and Kant’s ‘transcendental deduction’ as a way of investigating which existential ‘presuppositions’ may be driving people’s behaving and thinking in certain ways.