Mirror, mirror and the wall: seeing the problematics of doing reflection in the English language arts classroom as a gesture towards a minor literature of education

摘要

In this thesis I propose that, as part of subjectifying processes operating within schools,udreflection in English Language Arts can be understood as both liberatory and/or enslavinguddepending on the degree to which it orients students' experiences toward difference andudtheir own plural becomings or binds them within the confines of more limited ways ofudknowing. Illuminating this distinction, I propose that we must begin our investigationudinto reflection by examining the context within which it takes place. This context is notudneutral but rather actively participates in constructing the im/possibilities of studentudreflection itself. I propose a distinction between school learning spaces and humanudlearning environments as a way to explore how discourse and our wider culture influenceudreflection in theory and in my own experiences as a teacher. Attempting to move beyondudtraditional limits, this thesis theorizes an/other understanding of reflection that situatesudliberatory reflective practices in relation to ethics and social justice education.