Critical reflexivity vs reflection : implications for research, practice, governance and education

Background: This presentation continues a previous ENOTHE (2023) workshop in which occupational therapy educators explored examples of teaching critical reflexivity and positionality. Theory: This presentation aims to expand on the outcomes of this workshop by unpacking some of the topics, themes and tensions emerged and discussing what this means for the teaching of critical reflexivity within our educational programmes. Educational Approaches: What is critical reflexivity, what is critical reflection, or working as a reflective practitioner? Are these concepts interchangeable or do they require different approaches (Ng, Wright, Ayelet, 2019)? How do we conceptualize these topics and what do they require of us as teachers to guide students’ development? What do they require from us as researchers to include them in our knowledge production activities and what do they require from us as practitioners or educators in being critical of our practices and approaches (Farias & Laliberte Rudman, 2019)? This presentation invites you to join this ongoing discussion on critical reflexivity within our educational programme. Application to Education and Research: Critical reflexivity is an important way to ensure we act according to the ethos of Occupational Therapy, to work towards the best outcome for clients, students and participants.