Open access
Date
2024Type
- Book Chapter
ETH Bibliography
yes
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Abstract
Self-reflection is becoming an increasingly important concern in compulsory school education, at least in German-speaking countries. Self-reflection is supposed to support pupils’ autonomy and to improve their learning process. In this chapter, we contextualize this claim in the context of reflexive modernity and turn to the challenges of reflection in everyday school routines. With a practice-theoretical perspective, we analyse the use of two different reflection tools in an ethnographic field study on autonomy-oriented learning settings in a secondary school. While the first instrument predominantly generates formulaic confessions, the second instrument initiates at least the beginnings of authentic self-reflection. In the conclusion, we consider the conditions under which practices of reflection – that actually deserve to be called reflection – could emerge. Show more
Permanent link
https://doi.org/10.3929/ethz-b-000642579Publication status
publishedBook title
The Fabrication of the Autonomous Learner: Ethnographies of Educational Practices in Switzerland, France and GermanyPages / Article No.
Publisher
RoutledgeMore
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ETH Bibliography
yes
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