Reflective Activism: Theory for Practice

Hanson, Karen (2015) Reflective Activism: Theory for Practice. In: EECERA 25th Annual Conference. Innovation, Experimentation, and Adventure in Early Childhood, 7th - 10th September 2015, Barcelona, Spain. (Unpublished)

Abstract

The symposium draws together findings from three interrelated practice based inquiries involving undergraduate students and University tutors within a UK University. Together these reflect the experience of those involved in developing and applying personal theory related to reflection; on and for practice. The findings raise questions about the way a community of shared reflective pedagogical approaches was developed between tutors and students. It deconstructs that process and invites discussion on how this knowledge may inform curriculum design within early childhood degree programmes. It starts with an examination of the impact of research into the development of reflective dispositions for students (Hanson; 2012). It considers the process of developing a theory for practice and a model of ‘Reflective Activism’ (Hanson & Appleby, 2015). Finally; it explores initial findings of research into the application of theory in practice; with a focus on its value to students registered for a Foundation Degree Programme.Weaving a patchwork of practice: the development of reflective dispositions for Early Childhood students

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