ID of Student: G00380167

Article/Reading Brookfield Chapter one (1995ed) What It Means to Be Critically Reflective

Teacher

1. CONCISE SUMMARY OF READING

Introduction - Brookfield states that we teach to change the world, nurturing a hope that students learn that doing this will
help them act with compassion and understanding and will positively impact each other and their environment. Cultural,
psychological, and political complexities mean teaching is never innocent. Critical reflection becomes pivotal to break the
cycle of blame, preventing demoralisation and self-laceration. While it may not offer immediate rewards, a reflective stance
significantly enhances teachers' chances of making a lasting impact on their students in the classroom.

Reflection as Hunting Assumptions - Brookfield believes that to understand critical reflection properly we need first to
know something about the reflective process in general. The most distinctive feature of the reflective process is its focus on
hunting assumptions. Assumptions are the taken for granted beliefs about the world, and our place within it, that seem so
obvious to us as not to need to be stated explicitly. Brookfield finds it useful to distinguish between three broad categories of
assumptions – paradigmatic, prescriptive, and casual.

What Makes Reflection Critical ? - Brookfield asks, What is it, then, that makes this kind of reflection critical, Brookfield
gives two reasons. The first is to understand how considerations of power frame and distort so many educational processes
and interactions. The second is to question assumptions and practices that seem to make our teaching lives easier but
actually end up working against our own best long term interests - in other words, those that are hegemonic.

Critical Reflection as the Illumination of Power - Understanding how power dynamics impact education makes us see that
outside influences affect classrooms. For Brookfield classrooms aren't peaceful bubbles but are influenced by the struggles in
society. Being aware of these oppressive elements in our methods, often shaped by values imposed on us, is the first step to
working more democratically and cooperatively with students and colleagues, creating a fairer and more inclusive learning
environment.

Critical Reflection as the Recognition of Hegemonic Assumptions - Hegemonic assumptions, as developed by Antonio
Gramsci(1978), are beliefs seemingly beneficial to us but ultimately undermine our interests in the long term. Hegemony
involves powerful minorities shaping ideas and actions, deceiving the majority into accepting them as natural and beneficial.

Why is Critical Reflection Important ? - Brookfield gives six reasons why critical reflection is important, 1) It Helps us
Take Informed Actions, 2) It Helps us Develop a Rationale for Practice, 3) It Helps us Avoid Self-Laceration 4) It Grounds
us Emotionally, 5) It Enlivens our class and 6) It Increases Democratic Trust.

2. CRITICAL REFLECTION

Strengths/weakness of Chapter
The Chapter effectively communicates the complexities, benefits, and transformative potential of critical reflection in
teaching, providing valuable insights for teachers professional development.
1. Clarity of purpose - the Chapter clearly conveys the noble purpose of teaching as a vehicle for societal change,

© ATU Dept. of Creative Education 2023-2024

 emphasising the expectation that nurturing students will contribute to a more compassionate and fair society.
2. Emphasise on critical thinking - it effectively draws attention to the significance of critical reflection as a shield against
demoralisation, steering teachers away from unwarranted blame and enhancing their endurance in the classroom. The
origin of critical thinking can be traced to the teaching technique of Socrates, frequently referred to as the Socratic
Method, which occurred over 2,400 years ago (Fasko & Fair, 2021).
3. Integration of examples - concrete examples, such as the use of The Circle in education, add depth and clarity, making
the concept of critical reflection tangible and relatable for teachers.
4. Awareness of power dynamics – this Chapter adeptly raises awareness about power dynamics in the educational
processes, highlighting the need for teachers to be aware of these forces.
5. Comprehensive - the Chapter provides a comprehensive understanding of critical reflection by exploring its various
facets, from questioning assumptions and power dynamics to addressing potential pitfalls in educational practices.
Weaknesses
6. Vagueness in goal awareness - while the Chapter asserts the goal of changing the world through education, it lacks
specific examples or measurable outcomes, making it challenging to assess the effectiveness of this ambitious objective.

Is the chapter well structured

The Chapter is generally well-structured, maintaining a logical progression from the overarching theme of teaching to
change the world to specific aspects of critical reflection. However, there are a few areas where the flow could be improved
for better readability: Transition between sections, smooth transitions could enhance the coherence between the sections,
ensuring a more seamless progression of ideas. A more robust conclusion could summarise key points and leave a lasting
impression on the reader. Despite these points, the passage effectively communicates Brookfield's ideas on teaching and
critical reflection.

Is the chapter relevant

Yes, the Chapter is relevant and provides an in-depth exploration of Brookfield's views on what it means to be a critically
reflective teacher, and the pervasive nature of power dynamics in education. The opening emphasises the noble goal of
teaching to change the world and acknowledges the challenges that come with it, stressing the importance of a critically
reflective stance. It discusses how sincerity does not guarantee flawless practice but how critical reflection serves as a shield
against demoralisation, steering educators away from unwarranted blame. Hunting Assumptions - introduces the reflective
process, categorising assumptions into paradigmatic, prescriptive, and causal types. It highlights the significance of
questioning assumptions and how critical reflection goes beyond mere surface-level analysis. What makes reflection
critical - explains that critical reflection is not just about depth but about understanding power dynamics and challenging
practices that may work against long-term interests. Critical Reflection as the Illumination of Power - his exploration of
"Critical Reflection as the Illumination of Power" uses the example of The Circle in education, presenting a complex
perspective on its democratic appearance. It discusses how this practice may inadvertently oppress certain students,
prompting a call for ongoing research into students' experiences. This section further reinforces the idea that critical
reflection is about understanding the ways power dynamics can intrude and distort educational processes. The following
educational activities, which include The Circle, Teacher as One with students, Teacher as a fly on the wall, The mandated
Confessional and Respect for Voice, the power resides with the teacher. Critical Reflection as the Recognition of
Hegemonic Assumptions - the discussion on "Critical Reflection as the Recognition of Hegemonic Assumptions"
introduces the concept of hegemony and how certain assumptions that teachers think are in their best interests may work
against them. It portrays critical teachers as those who break free from harmful norms, questioning assumptions that may
seem obvious. Teachers sometimes speak of their work as a vocation, the power dynamic that is illuminated here are the
educational institutions. The “Perfect Ten” syndrome the power dynamic that is illuminated here are the Administrator’s,
managers, policy makers, (students?) The final section on Why is Critical Reflection Important? Brookfield's six reasons
for considering critical reflection important are 1) It Helps us Take Informed Actions, How?, By referencing Literature,

consulting with colleagues. 2) It Helps us Develop a Rationale for Practice, How?, By Confirming our sense of self and
solidifying our core values and beliefs. 3) It Helps us Avoid Self-Laceration, How?, By using insights into our practice, that
help us understand when/how things go wrong. 4) It Grounds us Emotionally, How?, It can offer reasons for the highs and
lows. 5) It enlivens our classroom How? Modelling reflective practice enriches the classroom.6) It Increases Democratic
Trust How? Students learn democratic behaviour. Overall, the Chapter offers a thorough examination of Brookfield's ideas,
emphasising the importance of critical reflection in navigating complexities and enriching the educational experience.
Critically reflective teaching presuppose a teaching context that allows room for making corrections, adjustments and
informed responses to teaching problems and issues( Neuhaus, 2019).

Significant learnings/future implications

The Chapter highlights the transformative nature of teaching and the necessity for teachers to critically reflect on their
practices. It emphasises that teaching, driven by the aspiration to change the world, requires a comprehensive understanding.

© ATU Dept. of Creative Education 2023-2024

Sincerity alone does not guarantee flawless practice, and well-intentioned approaches may inadvertently be oppressive.
Critical reflection, as recommended by Brookfield, becomes a tool for resilience, shielding teachers from demoralisation and
steering them away from unwarranted blame. It illuminates the importance of questioning assumptions, especially those that
may perpetuate power imbalances and hegemonic ideas in education. This critical reflection, essential for teachers,
empowers them to make informed decisions, fosters trust, and contributes to creating a transparent and accountable learning
environment.

How Chapter one Links to School placement

The Chapter emphasised the relevance of critical reflection to the context of school placement, emphasising the complexities
and challenges teachers may face. As teachers aspire to change the world through education, the chapter acknowledges that
their well-intentioned approaches might inadvertently become oppressive. This insight is crucial for teachers entering new
school placements, prompting them to critically reflect on their methodologies, assumptions, and the potential power
dynamics at play. Ideally, the capacity for critical reflection helps students to develop higher order thinking skills so that
they can think at an abstract level while making connections from theory to practice (Hollowaya & Gouthro, 2011).The
example of The Circle in education, celebrated for its democratic ideals, raises awareness about the need for sensitivity in
diverse classroom environments during school placement, where students may have varied comfort levels. Overall, the
Chapter advocates for the incorporation of critical reflection during school placements to navigate complexities, enhance
effectiveness, and foster trust in educational settings. The idea of reflecting on your work with the aim of developing a better
understanding of it, of taking action towards enhancing it and developing a theory from it, is key not only to the reflective
process but also to the process of action research( McDonagh et al, 2020).

Relevance of Chapter one for professional development

This Chapter is significance for a teacher's professional development, it offers insights crucial for their growth and
effectiveness. Brookfield underscores that the goal of teaching, rooted in changing the world, demands more than good
intentions; it requires critical reflection. This reflection, focusing on questioning assumptions and power dynamics in
education, becomes a transformative tool for teachers. It provides a shield against demoralisation, steering them away from
unwarranted blame, and fostering resilience.

Suggestions for improvement for chapter one

1. Consider summarising the complex ideas presented in this chapter in bullet points at the end of each section with less
complex language. This will help make the transition from section to section.

3. LIST OF REFERENCES

Fasko, J., & Fair, F. (2021). Critical Thinking and Reasoning : Theory, Development, Instruction, and Assessment. Leiden:
Brill.

Hollowaya, S., & Gouthro, P.( 2011). Teaching resistant novice educators to be critically reflective.

McDonagh, C., Roche, M., Sullivan, B., & Glenn, M. (2020). Enhancing Practice Through Classroom Research : A
Teacher’s Guide to Professional Development, vol 2nd edition, Routledge.

Neuhaus, J. (2019). Geeky Pedagogy : A Guide for Intellectuals, Introverts, and Nerds Who Want to Be Effective Teachers:
Vol. First edition. West Virginia University Press.

4. ADDITIONAL INFORMATION
I have availed of AI research tools for research. YES NO

If YES, I have investigated the accuracy and quality of the research and references

generated. YES NO

© ATU Dept. of Creative Education 2023-2024