Article published In:
FORUM
Vol. 4:2 (2006) ► pp.139162
References
Argyris, C. & Schön, D. A.
(1974) Theory in practice: Increasing professional effectiveness. San Francisco: Jossey-Bass.Google Scholar
Barnett, R.
(1999) Learning to work and working to learn. InD. Boud & J. Garrick (eds). Understanding learning at work. London: Routledge, 29–44.Google Scholar
Billett, S.
(2001) Learning Throughout Working Life: Interdependencies at work, Studies in Continuing Education, 23,1, 19–35. DOI logoGoogle Scholar
Boud, D.
et al. (1985) Reflection: Turning experience into learning. London: Kogan Page.Google Scholar
Boud, D., & Walker, D.
(1991) Experience and learning: Reflection at work. Victoria: Deakin University.Google Scholar
Boud, D., & Garrick, J.
(eds) (1999) Understanding learning at work. London: Routledge.Google Scholar
Bourdieu, P., & Wacquant, L.J.D.
(1992) An invitation to reflexive sociology. Cambridge: Polity.Google Scholar
Clegg, S.
(2000) Knowing through reflective practice in higher education. Education Action Research, 8,3, 451–469. DOI logoGoogle Scholar
Cohen, A. P.
(1994) Self consciousness: An alternative anthropology of identity. London: Routledge. DOI logoGoogle Scholar
Crotty, M.
(1996) Doing phenomenology. InP. Willis & B. Neville (eds). Qualitative research practice in adult education. David Lovell Publishing: Ringwood, Victoria.Google Scholar
Darling, I.
(1998) Action Evaluation and Action Theory: An assessment of the process and its connection to conflict resolution. Education as inquiry: A teacher action research site, [URL] (Accessed: 6 January 2006).
Dewey, J.
(1933) How we think: A restatement of the relation of reflective thinking to the educative process. Boston: DC Heath.Google Scholar
Fenwick, T.J.
(1998) Women Composing Selves, Seeking Authenticity: A study of women’s development in the workplace. International Journal of Lifelong Education, 17, 3, 199–217. DOI logoGoogle Scholar
Fromm, E.
(1960) The fear of freedom, London: Routledge.Google Scholar
Giddens, A.
(1979) Central problems in social theory. London: Macmillan. DOI logoGoogle Scholar
(1984) The constitution of society: Outline of the theory of structuration. Berkeley: University of California.Google Scholar
(1991) Modernity and self-identity: Self and society in the late modern age. Cambridge: Polity.Google Scholar
Goffman, E.
(1959) The presentation of self in everyday life. Garden City: Doubleday.Google Scholar
Jarvis, P.
(1987) Adult learning in the social context. London: Croom Helm.Google Scholar
Kolb, D.A.
(1984) Experiential learning — Experience as the source of learning and development. New Jersey: Prentice Hall.Google Scholar
Lyotard, J-F.
(1984) The Postmodern condition: A report on knowledge. Manchester: Manchester University.Google Scholar
Marsick, V.
(1990) Action Learning and Reflection in the Workplace. In Mezirow, J. and Associates (1990) Fostering critical reflection in adulthood: A guide to transformative and emancipatory learning. San Francisco: Jossey-Bass, 23–46.Google Scholar
May, T. & Williams, M.
(eds) (1998) Knowing the Social World. Buckingham: Open University.Google Scholar
Mezirow, J.
(1978) Education for perspective transformation; Women’s re-entry programs in community colleges. New York: Teacher’s College, Columbia University.Google Scholar
(1981) A Critical Theory of Adult Learning and Education. Adult Education 32, 1, 3–24. DOI logoGoogle Scholar
& Associates (eds) (1990) Fostering critical reflection in adulthood: A guide to transformative and emancipatory learning. San Francisco: Jossey-Bass.Google Scholar
(1991) Transformative dimensions of adult learning. San Francisco: Jossey-Bass.Google Scholar
Michelson, E.
(1996) Usual Suspects: Experience, reflection, and the (en)gendering of knowledge. International Journal of Lifelong Education, 15, 6, 438–454. DOI logoGoogle Scholar
Mohanty, J., & McKenna, W.
(eds) (1989) Husserl’s phenomenology: A textbook. Washington, D.C.: Center for Advanced Research in Phenomenology & University Press of America.Google Scholar
Orlikowski, W. J.
(2001) The Duality of Technology: Rethinking the concept of technology in organizations. InC. Bryant & D. Jary (eds) (2001) The Contemporary Giddens: Social theory in a globalizing age. London/New York: Palgrave, 62–96.Google Scholar
Reason, P.
(ed) (1988) Human inquiry in action: Developments in new paradigm research. London: Sage.Google Scholar
Reddy, M. J.
(1979) The conduit metaphor: a case of frame conflict in our language about language. InA. Ortony (ed). Metaphor and thought. Cambridge: Cambridge University, 284–324.Google Scholar
Schön, D.
(1983) The reflective practitioner. New York: Basic Books.Google Scholar
(1987) Educating the reflective practitioner. San Francisco: Jossey-Bass.Google Scholar
Schutz, A.
(1975) On phenomenology and social relations. (H. Wagner, Trans.). Chicago: University of Chicago.Google Scholar
Smyth, J.
(1989) A critical pedagogy of classroom practice. Journal of Curriculum Studies, 21,6, 483–502. DOI logoGoogle Scholar
Spiegelberg, H.
(1959) The phenomenological movement: A historical introduction. The Hague: Martinus Nijhoff.Google Scholar
Wadensjö, C.
(1998) Interpreting as interaction. London/New York: Longman.Google Scholar
Willis, P.
(1999) Looking for what it’s really like: Phenomenology in reflective practice. Studies in Continuing Education, 21,1, 91–112. DOI logoGoogle Scholar