against their intuitions, legal professionals scrutinise gut feelings in light of institutional demands. While Chiara firmly dismisses her gut feeling, in other instances keeping intuitions at bay was an emotional reflexive practice adopted with hesitation. This mostly occurred when gut feelings signalled unclear aspects of the story, prompting legal professionals to inspect those issues more clearly, orienting their decision-making process accordingly. This is visible in the following quote from a follow-up interview in which Prosecutor Virginia (45+) presents her
concerning reflexive practice would therefore be useful. Young men who are fathers may find engaging with services difficult, be suspicious of authority or wary about engaging with organisations that they perceive to be part of an authoritative or disciplinary ‘system’ ( Maxwell et al, 2012 ; Ewart-Boyle et al 2015 ; Davies, 2016 ; Baum, 2017 ; Pfitzner et al, 2017 ) Negative experiences by young men of services, professionals or society more broadly can then create a context in which the development of research relationships need to be carefully considered. As there
Understanding justice, for many, begins with questions of injustice. This volume pushes us to consider the extent to which our scholarly and everyday practices are, or can become, socially just. In this edited collection, international contributors reflect on what the practice of ‘justice’ means to them, and discuss how it animates and shapes their research across diverse fields from international relations to food systems, political economy, migration studies and criminology.
Giving insights into real life research practices for scholars at all levels, this book aids our understanding of how to employ and live justice through our work and daily lives.
throughout the chapter are underpinned by theoretical knowledge and have been informed by reflexive practice through research that has sought to enhance social inclusion in rural-dwelling older men with dementia using a technological initiative. This will be discussed in more detail later in the chapter. While there were many challenges throughout this applied research, some of which will be examined later, the initiatives were warmly received by the men and successfully adopted within all three rural communities. They continue to this day, four years after the completion
still offers a useful tool in opening up the messy, uncomfortable realities of doing research. Following Pillow, Namatende-Sakwa (2018) calls for more uncomfortable reflexive practices that are not about gaining clarity or finding solutions but laying bare anxieties and ambivalences. Within these, self-indulgence must be resisted but by creating a space for diligent and purposeful self-care, such reflections can be therapeutic ( Maguire et al, 2019 ). Indeed, a key motivation for this volume was to open up some of the dilemmas, emotions and lived experiences of
challenges of identifying young carers in surveys. The article considers how children’s interpretation of ‘caring’ might not correspond with the definition of ‘young carer’ that adults wish to capture. This article discusses how prior consultation with young carers to improve understanding did not have the outcome anticipated. It advises that consultation should be carried out with young carers and their non-caregiving peers together, allowing space for ‘co- reflexive practice’. key words caring • young carers • surveys • question wording To cite this article: Kelly
, and potentially the outcomes of the analysis. One of the areas we seek to explore more broadly in our work is what influences the way we analyse data and how things – including the different tools that we use – influence our analysis. This project brought together two researchers from two different disciplines. Anuja is a qualitative researcher who uses, and trains people in, a range of qualitative analytical approaches and tools, including reflexive practice and research journaling. Lauren is a linguist who is interested in how people use language in social
model for psychosocial academic practice and also tools for understanding the positive contribution that autobiographical/autoethnographic based on non-narcissistic reflexive practice can make to self and theoretical development. The focus is on bringing out the best in students, framing the relationship between educator and student as one of interdependence within a wider social and institutional context. This is where the psychosocial lens offers a binocular vision and the notion of thirdness comes into view as a crucial element to further analyse more specifically
practice, leaving fresh footprints to add to the many that have come before us. In our final chapter, we explore the landscape of reflective/reflexive practice in more detail, with a view to demonstrating the contribution that this book makes to social work practice with sex offenders. The terms ‘reflective’ and ‘reflexive’ are concerned with thinking; in connection with practice, they point to thoughtful practice. In his seminal work The Reflective Practitioner: How Professionals Think in Action, Schön (1983) described the thinking of some professions whose work
