Pushing the Boundaries of Reflection
The Answer’s on a postcard
DOI:
https://doi.org/10.31273/eirj.v11i2.1245Keywords:
reflection, reflective practitioners, arts-based research, co-operative inquiry, multi-modal communicationsAbstract
This article presents a correspondence project completed during the 2019-2020 academic year. To encourage reflection and create divergent modes of expression, teaching staff paired undergraduate students across modules and gave them a blank postcard each week. The students’ brief was an open one - to reflect on their educational experience surrounding the modules with textual and visual representations. The emotionality and expressions of identity that flowed through the postcards were striking. This lent itself to a personally impassioned criticality, meaningful dialogue and more holistic observations on how learning took place.
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Copyright (c) 2024 Dr Mark Pope, Dr Elizabeth Hauke, Nadia Davis, Rasika Kale, Anastasia Kolesnikova, Ting Lee
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