University of Worcester Worcester Research and Publications
 
  USER PANEL:
  ABOUT THE COLLECTION:
  CONTACT DETAILS:

Generative Divergent Analysis as a Model for Reflection Illustrated with Reference to an Early-years Reception Class and Wicker Settee

Barnett, Anthony (2014) Generative Divergent Analysis as a Model for Reflection Illustrated with Reference to an Early-years Reception Class and Wicker Settee. Reflective Practice: International and Multidisciplinary Perspectives, 15 (4). pp. 518-529. ISSN Print: 1462-3943 Online:1470-1103

[img]
Preview
Text
Review version - - Generative divergent analysis as a model for reflection.pdf

Download (735kB) | Preview

Abstract

Generative divergent analysis (GDA) is a creative additive approach to raising insignificant details of experience to significance. A schematic view of the model highlights use of evocative objects as starting point for ‘turning towards’, ‘turning away’ and ‘being-in-relation-to’ as part of an ongoing burgeoning of experience.The model is exemplified by focusing on a wicker settee as an evocative object that was noticed in an early-years reception class. Revisiting the object generated several speculative ideas relating to the hidden curriculum and energies of childhood. Poetry and song were used during the revisiting in order to develop a more direct experience in addition to the more contemplative awareness that was evoked during the first encounters. As an additive process the outcome of GDA takes the form of unfinished resources for thinking.

Item Type: Article
Additional Information:

Staff and students at the University of Worcester can access the full-text of the published version via the UW online library search. External users should check availability with their local library or Interlibrary Requests Service.
The attached article is the Review copy of the article published by Taylor & Francis in Reflective Practice on 4th April 2014, available online: http://www.tandfonline.com/10.1080/14623943.2014.900017

Uncontrolled Keywords: reflection, paradigm, early-years, generative, evocative, arts-based
Subjects: L Education > LB Theory and practice of education
Divisions: Academic Departments > Institute of Education
Related URLs:
Depositing User: Anthony Barnett
Date Deposited: 06 May 2014 12:49
Last Modified: 28 Oct 2016 12:54
URI: https://eprints.worc.ac.uk/id/eprint/3088

Actions (login required)

View Item View Item
 
     
Worcester Research and Publications is powered by EPrints 3 which is developed by the School of Electronics and Computer Science at the University of Southampton. More information and software credits.