Summoning inclusion through embodied reflection

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Karen A. McGarry


I believe reflective practice should be more than words on a page, that reflection should be artful, interpretive, and generate critical conversation. Additionally, artful reflection promotes inclusivity by highlighting evidence of student voices within any learning process. An embodied form of reflection encourages students to use their unique voices in an agentive process of action-based learning. Artifacts created by students in methods courses are designed to be multitextual whereby the elements used to generate their reflective responses are all texts and thus, interpretable, tangible, evidentiary, and real. Student-generated reflection promotes inclusion by building communities of learning that erupt hierarchical teaching practices. Including student voices in co-created teaching and learning experiences witnesses how student voices matter.

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