Organizing Reflection

Through a series of leading-edge contributions from pre-eminent international scholars in the field, Organizing Reflection makes a stimulating and distinctive contribution to the study of reflection. By doing so, it offers the first shift from the individual reflective practitioner to processes of collective and public reflection. The unique and varied contributions focus on the development of notions such as public reflection, collective reflection, and critical reflection. In doing so, they provide critical insights into new thinking and approaches to the role of reflection in organizations, as well as the conceptualization and delivery of learning and change. Organizing Reflection will be of interest to scholars working in business, professional, management and organization studies, to human development academics, and to scholarly practitioners in organizations.

Contents: Foreword, Joe Raelin; Organizing reflection: an introduction, Michael Reynolds and Russ Vince; P(l)aying attention: communities of practice and organized reflection, M. Ann Welsh and Gordon E. Dehler; From reflection to practical reflexivity: experimental learning as lived experience, Ann L. Cunliffe and Mark Easterby-Smith; The dynamics of reflexive practice: the relationship between learning and changing, Elena P. Antonacopoulou; The limits and consequences of experience absent reflection: implications for learning and organizing, D. Christopher Kayes; In search of the 'structure that reflects': promoting organizational reflection practices in a UK health authority, Davide Nicolini, Mannie Sher, Sarah Childerstone and Mara Gorli; Thinking with feeling: the emotions of reflection, Elaine Swan and Andy Bailey; A reflection of what exactly? questioning the use of 'Critical reflection' in Management Education contexts, Linda Perriton; Dialoguing for development; lessons for reflection, Janet McGivern and Jane Thompson; Educating the reflective educator: a social perspective, Mary Hartog; A collaborative inquiry into reflective practice in a graduate program in adult education, Dorothy A. Lander, Leona M. English, and B. Allan Quigley; Practicing a pedagogy of hope: practitioner profiles as tools for grounding and guiding collective reflection in adult, community and youth development education, Scott J. Peters, Hélène Grégoire, and Margo Hittleman; Subject index; Author index.

Professor Michael Reynolds is Professor of Management Learning, Lancaster University Management School. Professor Russ Vince is Professor of Organizational Behaviour and Human Resource Management, The Business School, Hull University.