Using Reflective Dialogues to Explore Pedagogies in Higher Education

Abstract

This chapter will focus on the use of reflective dialogues (RDs) to explore pedagogical practice in higher education. RDs allow researchers and participants to reflect on observed phenomena together, engaging in collaborative reflection that may allow both the researcher and the researched to gain from the interaction, throwing into focus different aspects of practice and a different perspective on the situation, and blurring the boundaries of research and researched into a more reciprocal relationship. Drawing on research which investigated the relationship between critical pedagogical theory and practice with 10 self-identifying critical pedagogues across eight English universities, I will explore the benefits and tensions of using a reflective dialogue approach, and the impact this methodology can have on researchers and participants. This chapter will make a case for RDs as both a practice for educators and as a methodology and explore how to do it, supported by relevant methodological literature, as well as the benefits and challenges of using RDs in social research, concluding with a discussion on how RDs might be used in other contexts to aid professional learning and reflection.

Citation

Clark, L.B. (2023), "Using Reflective Dialogues to Explore Pedagogies in Higher Education", Huisman, J. and Tight, M. (Ed.) Theory and Method in Higher Education Research (Theory and Method in Higher Education Research, Vol. 9), Emerald Publishing Limited, Leeds, pp. 121-135. https://doi.org/10.1108/S2056-375220230000009007