Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/19110
Title: Writing the (researcher) self: reflective practice and undergraduate research
Contributor(s): Nye, Adele (author)orcid ; Clark, Jennifer (author); Bidwell, Pam (author); Deschamps, Briahannon (author); Frickman, Lisa (author); Green, Jennifer (author)
Publication Date: 2016
DOI: 10.1080/14623943.2016.1146577
Handle Link: https://hdl.handle.net/1959.11/19110
Abstract: This paper discusses the way in which postmodern emergence was used to assist a group of undergraduate students come to new understandings of research practice as they participated in a reflective component of an Undergraduate Research Summer School. Students were encouraged to 'write the (researcher) self' through a collaborative writing group based on the theoretical and pedagogical work of Somerville. Postmodern emergence highlights three stages of learning; firstly, assigning time for wondering, then a liminal space for becoming and finally an opportunity for generating new knowledge. This article is both the tangible product of this emergence reflective writing process and a recommendation about the capacity of undergraduate students to engage with their own professionalisation and meaning-making.
Publication Type: Journal Article
Source of Publication: Reflective Practice, 17(3), p. 257-269
Publisher: Routledge
Place of Publication: United Kingdom
ISSN: 1462-3943
1470-1103
Field of Research (FOR): 130103 Higher Education
130202 Curriculum and Pedagogy Theory and Development
130399 Specialist Studies in Education not elsewhere classified
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
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