Brookfield (1995) critical reflection

Brookfield

 

 

 

 

 

 

Brookfield, S. D. (1995). Becoming a critically reflective teacher. San Francisco: Jossey-Bass.

I wish I’d read Brookfield 20 years ago: life changing! In just 300 pages, Becoming a critically reflective teacher gives a broad overview of critical reflection and overflows with theories and antidotes that forced me to take my thinking about learning and teaching to the next level.

General reflection focuses on examining assumptions, our taken-for-granted beliefs. Brookfield classifies assumptions at a variety of depths: at the surface casual assumptions (simple predictive understandings, uncovered easily), then digging down to prescriptive assumptions (expected behavior, obligations, processes), and deeply hidden paradigmatic assumptions (appear as objective reality, resist recognition).

Critical reflection examines power-dynamic assumptions and hegemonic assumptions. Power-dynamic assumptions reveal “how the dynamics of power permeates all educational processes” (p. 9) and hegemonic assumptions appear to work favourably for the majority, but in long term hinder them and instead help powerful minorities.

To reveal assumptions, we examine ourselves autobiographically (as learners and teachers), from students’ and colleagues’ perspectives, and through theoretical literature. Brookfield shares strategies to facilitate critical reflection (pp. 71-227) and introduces the reflective-risks of imposter syndrome, cultural suicide, lost innocence and roadrunning (pp. 229-245).

Several ideas are relevant to TESOL teachers working in foreign language learning contexts.

– The development of authentic voice (p. 47) could be hindered if teachers use second languages professionally and are, therefore, disempowered.

– Genuine learning (p. 50) could be common for teachers learning second languages.

– Role-modelling risk taking (p. 102) could be common for teachers learning second languages.

– Critical reflection as a social process (p. 141) could use digital communication and online communities instead of face-to-face communication and contexts.

– Good Practice Audits (including problem formation, individual and collective analysis of experience, and compilation of suggestions for practice) (p. 160) or parts thereof could be conducted informally without instruction.

– Cultural norms that influence identity and experience (p. 214) could be easier to recognize if teachers have been removed from their original cultures.

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