WebSep 2, 2010 · Margaret S. Archer. University of Warwick. Search for more papers by this author. First published ... make reflexivity imperative. I conclude by arguing that even the reproduction of natal background is a reflexive activity today and that the mode most favorable to producing it—what I call “communicative reflexivity”—is becoming harder ... WebJul 2, 2024 · Data were analysed thematically, drawing from Margaret Archer’s theoretical constructs relating to reflexivity and internal conversation. Data analysis suggests that …
Margaret S. Archer
WebMar 1, 2024 · For Archer, conscious reflexive deliberation is at the heart of social practices. Against accounts which emphasize the reproduction of structure, accounts which blend together structure and agency through indistinct ways that ontologically collapse the difference between structure and agent, Archer and Porpora assert agency. WebDec 4, 2009 · Margaret S. Archer Chapter Get access Share Cite Summary Reflexivity remains a cipher in social theory. Neither what it is nor what it does has received the attention necessary for producing clear concepts of reflexivity or a clear understanding of reflexivity as a social process. These two absences are closely related and mutually … inge raba
Risk-taking and social inequality - Jens O Zinn, 2024
WebMargaret Scotford Archer (ed.) Routledge ( 2009 ) Copy BIBTEX Abstract " Reflexivity" is defined as the regular exercise of the mental ability, shared by all normal people, to … WebMar 13, 2024 · Therefore, the article turns to the modes of reflexivity developed by Margaret Archer. Her focus on reflexivity, however, seems insufficient to understand the empirically observable multidimensionality of risk-taking, which arguably plays a crucial role in the reproduction and change of one's life as well as potentially broader social changes. WebThe "Epistemic Reflexivity for Teacher Education" (ER-TED) framework draws on epistemic cognition (Clark Chinn's Aims, Ideals, Reliable epistemic processes -- AIR -- framework) and Margaret Archer's reflexivity to explore knowledge claims in teacher educators' pedagogical decision-making. The findings identified how mito forest hills