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Strengths:
Comprehensive overview of reflexive inquiry and its evolution in research paradigms.
Clear explanation of various forms of reflexivity and their significance in promoting social change.
Integration of narrative and autographic inquiry methods adds depth to the exploration of praxis.
Areas for Improvement:
Further elaboration on specific examples or case studies illustrating the application of reflexive inquiry in diverse contexts.
Clarification on the practical implications of reflexive inquiry for practitioners and researchers.
Integration of additional theoretical frameworks or perspectives to enrich the discussion of reflexivity and inquiry methods.
Cunliffe, A. L. (2020). Reflexivity in teaching and researching organizational studies. RAE: Revista de Administração de Empresas, 60(1), 64–69. https://doi.org/10.1590/S0034-759020200108
Reflexivity involves questioning taken-for-granted assumptions, practices, and policies to develop more critical and responsible approaches to intellectual strategies and practical activities. Criticism in the 90s challenged the notion of management as value-neutral, highlighting inequalities in social and organizational life. This led to the adoption of critical management education, incorporating reflexivity to develop more responsible approaches to management education.
Reflection is the ability to deliberate on experiences to determine if there is enough evidence to make decisions. It involves cognitive processes such as analysis, synthesis, and empirical thinking. Reflection can occur either on action, involving retrospective evaluation, or in action, which involves spontaneous decision-making.
Reflexivity goes beyond reflection, questioning underlying assumptions, ideologies, and norms that shape practices and policies. It examines how researchers construct and represent reality and how their assumptions impact behavior and relationships. Reflexivity can be self-reflective or critical, challenging hegemonic ideologies and promoting change.
Bringing reflexivity to research involves sociological and philosophical approaches, acknowledging the historical and political nature of science. Post-structuralist reflexivity challenges power relationships and normalizing discourses within society and institutions. It requires researchers to reflect on their positioning and relationships with research subjects.
In teaching organizational studies, reflexivity helps students become reflective practitioners who can examine their actions, interactions, and relationships ethically. It encourages critical thinking and engagement with complex issues such as globalization and sustainability. Reflexivity fosters transformative learning and encourages students to explore moments of reflection in their experiences.
Reflexivity in research and teaching helps generate rich, complex understandings of organizations and organizational life. It encourages pluralistic forms of knowledge and addresses critiques of business schools by promoting responsible and ethical practices in education and research. Overall, reflexivity enhances the quality and depth of knowledge production in organizational studies.