1st Edition

Demystifying Critical Reflection Improving Pedagogy and Practice with Legitimation Code Theory

Edited By Namala Tilakaratna, Eszter Szenes Copyright 2024
    266 Pages 55 B/W Illustrations
    by Routledge

    266 Pages 55 B/W Illustrations
    by Routledge

    Drawing on Legitimation Code Theory (LCT), this volume reveals the knowledge practices and language of critical reflection in a range of different subjects, making clear how it can be taught and learned.

    Critical thinking is widely held to be a key attribute required for successfully living, learning and earning in modern societies. Universities now list critical thinking as a key graduate quality and use ‘critical reflection’ as a way of teaching students how to become reflective and ethical professionals. Yet, what ‘critical reflection’ actually involves remains vague in research, teaching practice, and assessment. Studies draw on LCT, a fast-growing framework for revealing the knowledge practices that enable educational success and the individual chapters focus on a diverse range of contexts across the disciplinary map, including education, science, arts, sociology and nursing. The book further connects research and practice by presenting in-depth analyses of critical reflection and providing practical insights into how LCT can be used to design pedagogic interventions.

    The book offers a rich resource for both scholars and teachers who want to demystify critical reflection and prepare university students for the modern workplace.

    1. Seeing knowledge and knowers in critical reflection: Legitimation Code Theory

    Namala Tilakaratna and Eszter Szenes

    Part 1: Uncovering critical reflection

    2. Developing disciplinary values: Interdisciplinary approaches to investigating critical reflection writing in undergraduate nursing

    Namala Tilakaratna

    3. ‘I comply but deeply resent being asked to do so’: Ethical considerations of assessing students’ reflective writing

    Eszter Szenes and Namala Tilakaratna

    4. Critical re!ection and critical social work:  Describing disciplinary values and knowledge

    Sharon Aris

    Part 2: Supporting critical reflection in pedagogy

    5. Enacting re!ective practice in sport and exercise sciences: Pedagogic and integrative perspectives

    Steve Kirk

    6. Consolidating performance: Reflection in the service of developing presentation skills 

    Jodie L. Martin

    7. Teaching critical reflection in education diploma pathways: A pedagogic intervention

    Daniel O’Sullivan

    8. Writing blog critiques in teacher education: Teaching students what is valued with semantic gravity and genre theory

    Lucy Macnaught

    9. Knowledge-powered reflection in teacher education: Semantic waves and genre-based writing practice of museum experiences

    Nóra Wünsch-Nagy

    Part 3: Cultivating critically-reflective students

    10. Framing the looking glass: Reflecting constellations of listening for inclusion

    Jodie L. Martin and Jennifer Walsh Marr

    11. Football yadayada: Learning how to critically reflect about sport as a social field

    Mark Brooke

    12. Understanding students’ reflective engagement with academic texts 

    Laetitia Monbec


    Namala Tilakaratna is a Senior Lecturer at the Centre for English Language Communication at the National University of Singapore. She has researched and published widely on LCT and SFL approaches to teaching critical thinking across a range of disciplines including social work and nursing.

    Eszter Szenes is a Lecturer at the School of Education, The University of Adelaide, Australia, and a Senior Fellow at the Center for Global Resilience and Security, Norwich University, USA. Her research interests include disciplinary and critical digital literacies, critical thinking and information disorder.