Abstract
The purpose of this article is to re-conceptualize Schön’s call for a phenomenology of practice–moving away from reflection and towards post-reflexion–by explicitly drawing on philosophical and methodological tenets of phenomenology, specifically some of Vagle’s theorizing of a post-intentional phenomenology. Finally, we use this conception of post-reflexion to articulate a set of three concrete post-reflexive pedagogies of teacher education–An Affective Pedagogy; A Post-Reflexive Entangled Pedagogy; and An Interrogated “Assumptions of Normality” Pedagogy.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 295-312 |
| Number of pages | 18 |
| Journal | Pedagogies |
| Volume | 12 |
| Issue number | 3 |
| DOIs | |
| State | Published - Jul 3 2017 |
Keywords
- Phenomenology
- pedagogy
- post-structuralism
- reflective practice
- teacher education
- teaching practice
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