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Performing the reflective self: audience awareness in high-stakes reflection

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    Rights statement: This is an Author's Original Manuscript of an article submitted for consideration in Studies in Higher Education. Copyright Taylor & Francis; Studies in Higher Education is available online at http://www.tandfonline.com/10.1080/03075079.2011.651450 © Ross, J. (2012). Performing the reflective self: audience awareness in high-stakes reflection. Studies in Higher Education

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http://www.tandfonline.com/doi/abs/10.1080/03075079.2011.651450
Original languageEnglish
Pages (from-to)219-232
Number of pages14
JournalStudies in Higher Education
Volume39
Issue number2
Early online date1 Feb 2012
DOIs
Publication statusPublished - 2014

Abstract

Drawing on qualitative data from 31 interviews with teachers and students in higher education in the UK, this article demonstrates the extent to which students, when compelled to write reflectively for assessment purposes, perform their reflective writing for at least one of three audiences: their assessment criteria, their teachers, and a general ‘Other’. It shows that students are strategic and audience-aware in their reflective writing, whether or not teachers acknowledge audience as a legitimate concern, and argues that we need to welcome the concept of performance into reflective practices, and to allow reflection to take account of the addressivity of writing.

    Research areas

  • reflection , assesment, addressivity, performance, audience

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