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

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
Volume17
Issue number3
DOIs
Publication statusPublished - 3 May 2016

Keywords

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

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