Alison Prowle (IoE)
The aim of the research paper is to develop an understanding of the role of visual representations and narrative in enabling students’ critical reflection. The research builds on previous work by Appleby and Hanson in relation to reflective activism. The presentation is underpinned by reflective practice theory specifically ‘Reflective Activism’ (Appleby, K and Hanson, K. 2014) and how this is realised within pedagogical approaches. The paradigm for this research is interpretative/ constructivist. The research uses a range of qualitative methods including a reflective pedagogical conversation with students and content analysis of student work, which includes expressive and exploratory writing, visual representations and storytelling. The data is analysed using triangulation within and between methods to identify themes. The data is drawn from the researchers’ own personal experience as reflective practitioners. Student representations used within the presentation have been granted appropriate consent. The Main finding of the research is that exploring alternative forms of representation can enhance students ‘ ability to engage with the reflective process and engage in meaning making designed to improve practice.