Reflexive learning and performative failure
基于学生反思日志和访谈数据，研究学生在体验式论文项目中如何通过表演性失败触发三种反思性学习形式，强调反思是情境中共同创造的实践，挑战个人主义理解。
In this article, we emphasize the importance of context for student learning. Based on reflective logs and interview data, we explore how students learn outside of the classroom as they undertake an experiential dissertation project. We identify three different forms of reflexive learning and critique, all triggered by some form of performative failure; scholarly critique, engaged critique and engaged action. Drawing on Butler’s theory of performativity, we illustrate how reflexivity is not purely the action of any individual student, rather it is a practice that is co-created within a certain context. As such, we contest individualistic understandings of reflexivity and encourage a careful consideration of the places students and managers are encouraged to be reflexive.