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Title: Taking the experience route : accrediting competence through feminism and critical reflective practice.
Author: Issitt, Mary.
Awarding Body: Manchester Metropolitan University
Current Institution: Manchester Metropolitan University
Date of Award: 2002
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This thesis explores the role of critical reflection in the development of professional competence and presents an approach which synthesises reflective and anti-oppressive practice within human service work. The approach, which is subject to continual review and modification, emerges from the eight pUblications on competence, reflective practice and feminism, presented in the thesis. Reflection as a central feature of the subject matter invites examination of the accreditation of academic competence through the interrogation and extension of writing already in the public domain. The implications of structuring such a PhD by 'Alternative Route' wherein reflection features as content and process is an important challenge discussed in chapter one and developed throughout the thesis. The foundations of the thesis as a holistic enterprise are presented in Part One before the papers which form Part Two. Part Three deals with 'unfinished business' by reflecting on action research as applied to two projects central to the papers and the learning of the researcher. It further develops the critical reflective practice approach referred to above and reviews the making of the thesis through a route that is alternative to the traditional PhD mode. The originality of the publications lies partly in a multi-disciplinarity derived from social science and educational perspectives, combined with interdisciplinary application across a number of human service and educational occupations. The later papers explore, and seek to fuse, erstwhile separate discourses of feminist reflexivity and the use of reflection in professional practice providing an entree into the wider thesis, and are-reading of Schon's work on reflective practice. Through metaphor, a methodological device in the form of a kaleidoscope is used to view the relationship between the papers and the reflective learning process of the PhD. Feminist perspectives on autobiography provide insights into the disciplinary borderlands which the writing and research inhabit. Autobiographical moments also illuminate the critique of competence in the papers and the radicalised notion of reflection which links the dynamic of the personal, professional and political dimensions of professional practice within the wider thesis.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available