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Where does reflection and critical reflection come into social work teaching

Published on Dec 2, 2018in Australian Social Work1.22
路 DOI :10.1080/0312407X.2018.1534981
Lynelle Watts4
Estimated H-index: 4
(ECU: Edith Cowan University)
Abstract
  • References (4)
  • Citations (2)
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ABSTRACTSelf-awareness is generally considered core to effective social work education and professional practice. This paper examines student reflections on personal vulnerability and self-awareness in social, educational, and professional contexts. Ethics approval and student consent was obtained to analyse entries from the online learning component of a second year interpersonal skills course. The week 7 workshop, which focused on the concept of self-awareness, was contextualised and triggered...
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#1Lynelle Watts (ECU: Edith Cowan University)H-Index: 4
ABSTRACTReflective practice, reflexivity, and critical reflection are now widely accepted as important in contemporary social work practice. Despite this, there remain differences in how the terms ...
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This paper takes up the issue of whether the skill of critical thinking in university education is best thought of as a broad universal generic skill or rather as only a loose category taking in a variety of modes of thought. Through the linguistic analysis of some sample texts, I argue that the discourse of general thinking programs should not be thought of as a generalist discourse at all, but in fact a quite specific one. The implications both for the teaching and testing of critical thinking...
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The ways citizen participation and democracy are changing are poorly understood due to the dominance of theories inherited from the eioghteenth centruy: Democratic citizenship can be better understood if critical reflection is re-oriented around the games of concrete freedom here and now as recommended by Hannah Arendt, Ludwing Wittgenstein, Michel Foucault and Quentin Skinner. This orientation brings to light two distrinctive types of citizen freedom in the present: diverse forms of citizen par...
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