Dianne quite rightly questions my use. Lateral thinking to blame. I see
reflexivity as relying on a respect (a value) for others views of our
actions, not just our own views, in an ethical approach to practice.
Does this go some way to explaining my line of thought?
Christine
Dr Christine Bold EdD (Open) FHEA
BA Inclusive Education Course Leader
CASTL Research Fellow
Education Deanery
Liverpool Hope University
Hope Park
Liverpool L16 9JD
0151 291 3382
"Liverpool Hope University accepts no responsibility for this e-mail,
its contents and any loss or damage arising in any way from the receipt
or use of this e-mail and its attachments."
>>> Dianne Allen <[log in to unmask]> 10/02/07 7:02 PM >>>
Hello Christine.
I agree about 'practitioner' being suitably 'generic' and applying to
anyone
who exercises a 'practice' and therefore applying to
teaching; research; writing; supervising; mentoring; coaching;
management;
design; medicine; nursing; architecture; .... etc
I am interested to know, then, what you are gathering up in the term
'reflexivity' and why you talk about it as being 'a core value'.
If I were asked I would call it a 'practice'. And that might mean I will
have to define what I mean by 'reflexivity' to show why I see it as a
practice, and I will also need to think some more about why I don't see
it
as a 'value', and what I do see as values in its practice.
Dianne
----- Original Message -----
From: "Christine BOLD" <[log in to unmask]>
To: <[log in to unmask]>
Sent: Wednesday, October 03, 2007 12:39 AM
Subject: Re: A question of values?
> Hi Sarah/Lori
> I thought I would add my thoughts to this one. In the last two years
in
> particular it has come to my attention that some academics speak about
> teachers in schools as practitioners but do not refer to academics as
> such.
> I am an academic and I believe I am also a practitioner and a teacher.
> I don't think it is helpful to distinguish between the different
levels
> of practice/teaching/scholarship/research that we engage in. However,
we
> might have to acknowledge the different balance between those
activities
> and the different expectations of each type of role. We should all
> practice the art of teaching. We should all be reflective
practitioners.
> Any of us might engage in scholarly activity at any level. A core
value
> ought to be one of reflexivity.
>
>
>
> Christine
>
>
> Dr Christine Bold EdD (Open) FHEA
> BA Inclusive Education Coordinator
> CASTL Research Fellow
> Education Deanery
> Liverpool Hope University
> Hope Park
> Liverpool L16 9JD
> 0151 291 3382
>
> "Liverpool Hope University accepts no responsibility for this e-mail,
> its contents and any loss or damage arising in any way from the
receipt
> or use of this e-mail and its attachments."
>
>
>>>> Sarah Fletcher <[log in to unmask]> 01/10/2007 19:50 >>>
> Dear Lori,
>
> As the new SIG convenor for the Practitioner SIG, (and many thanks to
> Brian
> for his expert convening) would you like to introduce us to your
> definition
> of a 'practitioner'? Do you consider academics to be 'practitioners'
> in
> their workplace? I'm a little puzzled because the Practitioner Day and
> your
> comment below might suggest that there is a distinction. Looking
> forward to
> hearing,
>
> Warm regards,
>
> Sarah
>
> On Mon, 1 Oct 2007 09:03:06 +0100, Beckett, Lori
> <[log in to unmask]>
> wrote:
>
>>re. we want to encourage practitioners to raise issues, ask
>>questions, and to make networking available.
>
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