TUTORIAL PAPER 2

ID of Student: Conor Gallagher G00378320

Article/Reading: Brookfield, S. D. Becoming A Critically Reflective Teacher.

1. CONCISE SUMMARY OF READING

The book by Stephen D. Brookfield, "Becoming a Critically Reflective Teacher," delves into the
concept of critical reflection in teaching practice, emphasizing the need for educators to
examine their assumptions and power dynamics within educational settings. Brookfield
begins by discussing dominant ideologies such as capitalism, majority-vote democracy,
militarism, white supremacy, and patriarchy. He argues that these ideologies serve as
mechanisms of control, perpetuating unequal systems and maintaining the status quo. The
author highlights how these ideologies are deeply ingrained in societal structures and often
go unquestioned.

Furthermore, Brookfield explores the notion of hegemony, drawing from Gramsci's concept
to describe how ideas, structures, and actions benefiting a small minority in power are
perceived as natural and beneficial by the majority. He emphasizes that hegemoni c
assumptions, while seemingly neutral, can work against the interests of teachers by
promoting institutional priorities over their well-being.

The book also addresses power dynamics in the classroom, noting that teachers who identify
as progressives may unintentionally reinforce hierarchical structures despite their efforts to
democratize learning environments. Brookfield reflects on his own experiences and
challenges the assumption of "at-one-ness" with students, acknowledging the inherent power
imbalance in educational settings.

In conclusion, Brookfield underscores the importance of critical reflection in challenging

hegemonic assumptions and power dynamics in teaching practice. By examining their
assumptions through various lenses and engaging in ongoing reflection, educators can work
towards creating more equitable and empowering learning environments.

© ATU Dept. of Creative Education 2023-2024

2. CRITICAL REFLECTION

In this section, I will provide my viewpoint on the reading and offer a rationale for my
comments, drawing links to wider reading and research.

Stephen D. Brookfield's article, "Becoming a Critically Reflective Teacher," (Brookfield,

2017) presents a thorough examination of the role of critical reflection in teaching
practice. By delving into the influence of dominant ideologies and hegemonic
assumptions on educational processes, Brookfield urges educators to critically analyse
their practices and challenge the status quo.

Brookfield's analysis of power dynamics and hegemonic assumptions in education offers

valuable insights for educators. By shedding light on the subtle ways these forces
influence classroom interactions and institutional practices, the article challenges
educators to critically reflect on their teaching methods. While the theoretical framework
is robust, the absence of practical strategies for implementing critical reflection in
everyday teaching is a notable gap. Including concrete examples or case studies would
enrich the article's utility, providing educators with actionable steps to integrate critical
reflection into their pedagogical practices and foster positive change in the classroom.
Such additions could enhance the article's relevance and applicability, empowering
educators to navigate complex power dynamics and promote more inclusive and
equitable learning environments through reflection and displaying ways in which
teachers could do this like journalling and peer observations (Mathew & Et, al ,2017, p. 4)
could certainly further the readers understanding of it.

The chapter is logically structured, with clear sections addressing different aspects of
critical reflection. Each section builds upon the previous one, creating a cohesive
argument for the importance of critical reflection in teacher development. To enhance
the article, the author could provide more detailed explanations of key concepts and
their implications for classroom practice. Additionally, including reflections or insights from
practicing teachers who have implemented critical reflection in their classrooms could
offer valuable perspectives for readers, Moreover, the language used by Stephen
Brookfield to be somewhat convoluted or dense, making it challenging to grasp the
concepts easily.

The arguments put forward by Brookfield are convincing and relevant, especially in the
context of ongoing debates about equity and social justice in education. By highlighting
the role of dominant ideologies that occur when teaching, Brookfield challenges
educators to interrogate their assumptions and biases. This aligns with wider research on
critical pedagogy and inclusive teaching practices, which emphasize the importance of
creating equitable learning environments for all students (Bayles & J. Morrell, 2018)

Incorporating critical reflection into teacher education can lead to more equitable and
socially just educational practices (Smith & Loughran, 2017, p. 29). By encouraging
educators to critically examine their beliefs and practices, teacher education programs
can empower teachers to challenge hegemonic assumptions and promote social
change in their classrooms and communities.

The most significant learning from this reading is the importance of critically examining my
own assumptions and beliefs as an educator. Moving forward, I intend to try and

© ATU Dept. of Creative Education 2023-2024

 integrate critical reflection into my teaching practice to promote equity and social
justice in the classroom. By engaging in ongoing reflection and dialogue with colleagues,
I hope to create a learning environment where all students feel valued and supported.

The reading resonates with my School Placement, particularly in terms of understanding

power dynamics and promoting inclusivity in the classroom. During my placement, I
observed how dominant ideologies influenced classroom interactions and student
experiences. During my School Placement experience, I now recognize that I may have
inadvertently carried such assumptions into my teaching practice, which could have
influenced my interactions with students in subtle ways. The book has inspired me to
proactively challenge these assumptions and promote inclusivity in my future teaching
practice, fostering an environment where all students feel valued and empowered to
participate actively in their learning journey.

I believe this text is highly relevant for professional development as a teacher, as it

encourages ongoing critical reflection and challenges educators to rethink their
practices considering broader social and political contexts. By engaging with the ideas
presented in this book, educators can develop a deeper understanding of their role in
promoting equity and social justice in education.

3. LIST OF REFERENCES

References
Bayles, T. M., & J. Morrell, C. (2018). Creating an Equitable Learning Environment. Diversity special
section, University of Pittsburgh and Morrell Consulting.

Brookfield, S. D. (2017). Becoming a Critically Reflective Teacher. John Wiley & Sons, Incorporated.

Mathew, D. P., & Et, a. (2017). REFLECTIVE PRACTICES: A MEANS TO TEACHER DEVELOPMENT. Asia
Pacific Journal of Contemporary Education and Communication Technology, 4.

Smith, K., & Loughran, J. (2017). Quality Learning: Changing their Practice. Brill.

© ATU Dept. of Creative Education 2023-2024