Archer Louise, Godec Spela, Patel Uma, Dawson Emily, Calabrese Barton Angela
IOE, University College London, London, UK.
Centre for Fusion Learning Innovation and Excellence, Bournemouth University, Bournemouth, UK.
Pedagog Cult Soc. 2022 Dec 20;32(5):1243-1265. doi: 10.1080/14681366.2022.2159504. eCollection 2024.
Critical reflective practice is a foundation of socially just pedagogy. This paper focuses on the informal STEM (science, technology, engineering, and maths) learning sector, where there is an acute shortage of support for critical reflective practice despite long-standing, entrenched issues of inequity. We analyse how practitioners used a new reflective tool, , co-developed by researchers and practitioners through a five-year partnership. We report on multimodal qualitative data (interviews, ethnographic observations, group discussions, partner site visits, and workshops) from 12 practitioners in four settings in the UK: a community zoo, regional science centre, digital arts centre and an initiative supporting girls and non-binary young people into STEM. We discuss how using : (i) increased and deepened practitioners' knowledge and understanding of equity issues; (ii) supported personal and institutional critical reflection, helping practitioners move beyond 'gut instinct' to interrogate their own positionality, ask new questions, and critically evaluate the effectiveness of attempts at inclusive practice; and (iii) fostered more intentional equitable planning and practice, such as participatory approaches that shared authority with learners and introduced more inclusive forms of representation. We conclude by discussing the challenges, limitations, and implications for supporting critical reflective practice among educators.
批判性反思实践是社会公正教学法的基础。本文聚焦于非正式的STEM（科学、技术、工程和数学）学习领域，尽管长期存在根深蒂固的不平等问题，但该领域对批判性反思实践的支持严重不足。我们分析了从业者如何使用一种新的反思工具，该工具是研究人员和从业者通过五年的合作共同开发的。我们报告了来自英国四个场所的12名从业者的多模式定性数据（访谈、人种志观察、小组讨论、合作伙伴实地考察和工作坊）：一个社区动物园、一个地区科学中心、一个数字艺术中心以及一项支持女孩和非二元性别的年轻人投身STEM领域的倡议活动。我们讨论了使用该反思工具如何：（i）增加并深化了从业者对公平问题的认识和理解；（ii）支持个人和机构层面的批判性反思，帮助从业者超越“直觉”，审视自己的立场，提出新问题，并批判性地评估包容性实践尝试的有效性；（iii）促进了更具针对性的公平规划和实践，例如与学习者共享权力的参与式方法以及引入更具包容性的表现形式。我们在结尾讨论了支持教育工作者进行批判性反思实践所面临的挑战、局限性及意义。
