Writing the (researcher) self: reflective practice and undergraduate research

Adele Nye*, Jennifer Clark, Pam Bidwell, Briahannon Deschamps, Lisa Frickman, Jennifer Green

*Corresponding author for this work

    Research output: Contribution to journalArticlepeer-review


    Abstract: This paper discusses the way in which postmodern emergence was used to assist a group of undergraduate students come to new understandings of research practice as they participated in a reflective component of an Undergraduate Research Summer School. Students were encouraged to ‘write the (researcher) self’ through a collaborative writing group based on the theoretical and pedagogical work of Somerville. Postmodern emergence highlights three stages of learning; firstly, assigning time for wondering, then a liminal space for becoming and finally an opportunity for generating new knowledge. This article is both the tangible product of this emergence reflective writing process and a recommendation about the capacity of undergraduate students to engage with their own professionalisation and meaning-making.

    Original languageEnglish
    Pages (from-to)257-269
    Number of pages13
    JournalReflective Practice
    Issue number3
    Publication statusPublished - 3 May 2016


    • reflective practice
    • reflective learning
    • higher education
    • undergraduate research
    • postmodern emergence


    Dive into the research topics of 'Writing the (researcher) self: reflective practice and undergraduate research'. Together they form a unique fingerprint.

    Cite this