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Invited Commentaries

Where does Reflection and Critical Reflection Come into Social Work Teaching?

Response to Beddoe (2018), “Social work education: Shifting the focus from reflection to analysis”. Commentary on “Student reflections on vulnerability and self-awareness in a social work skills course” (Blakemore & Agllias, 2018) and “Reflective practice, reflexivity, and critical reflection in social work education in Australia” (Watts, 2018)

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References

  • Beddoe, L. (2018). Social work education: Shifting the focus from reflection to analysis. Commentary on “Student reflections on vulnerability and self-awareness in a social work skills course” (Blakemore & Agllias, 2018) and “Reflective practice, reflexivity, and critical reflection in social work education in Australia” (Watts, 2018). Australian Social Work, 72(1), 105–108. doi:10.1080/0312407X.2018.1533028
  • Blakemore, T., & Agllias, K. (2018). Student reflections on vulnerability and self-awareness in a social work skills course. Australian Social Work, 72(1), 21–33. doi:10.1080/0312407X.2018.1516793
  • Moore, T. (2004). The critical thinking debate: How general are general thinking skills? Higher Education Research Development, 23(1), 3. doi: 10.1080/0729436032000168469
  • Owen, D. (1999). Orientation and enlightenment: An essay on critique and geneaology. In S. Ashenden & D. Owen (Eds.), Foucault contra Habermas (pp. 21–44). London: Sage.
  • Tully, J. (1999). The agonic freedom of citizens. Economy and Society, 28(2), 161–182. doi: 10.1080/03085149900000001
  • Watts, L. (2018). Reflective practice, reflexivity, and critical reflection in social work education in Australia. Australian Social Work, 72(1), 8–20. doi:10.1080/0312407X.2018.1521856

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