Abstract
Reflective practice can support a mindful and focussed approach to deep learning, enabling the bridging between theory and the students’ learning experience. This practice can range from creative pursuits to heeding felt knowing, integrated into the curricula to support praxis. Indeed, the embedding of reflective mechanism(s) is a requirement of learning through participation known as PACE (Professional and Community Engagement), a pillar of the undergraduate curriculum, and core to the university’s new vision. Through this curriculum requirement and a number of fora extending beyond PACE, Australia’s Macquarie University engages with diverse reflective practices including digital storytelling and art. This chapter presents the holistic approach adopted to integrate reflective practice mechanisms across PACE curricula and practice. Firstly, the role of reflection for learning through participation (LTP) is established. The approach taken to achieve a holistic approach to practice is then unpacked. This holistic approach recognises the need to scaffold and embed reflective practice at, and across, many levels.
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Harvey, M. et al. (2017). Reflection for Learning: A Holistic Approach to Disrupting the Text. In: Sachs, J., Clark, L. (eds) Learning Through Community Engagement. Springer, Singapore. https://doi.org/10.1007/978-981-10-0999-0_11
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