Academic literature on the topic 'Critical-reflexive perspective'

Purpose The purpose of the paper is to show power mechanisms of in- and exclusion in moments where certain participants appeared to be othered in two collaborative research and development projects in a healthcare setting. Design/methodology/approach The paper contributes to critical-reflexive analyses of reflexive processes within collaborative knowledge production. The authors use an analytical framework combining Bakhtin and Foucault to investigate processes of inclusion and exclusion in the interplay between dominant and subordinated voices in a moment-by-moment analysis of two incidents from interdisciplinary workshops. Findings The analysis illuminates how differences between voices challenge participants’ reflexive awareness and lead to the reproduction of contextual power and knowledge hierarchies and the concomitant silencing of particular participants. Thus, the findings draw attention to the complex and ethical nature of collaborative knowledge production. Practical implications To invite researchers to be reflexive about the complex, situated and emergent character of reflexive processes and consider ethics to be a critical stance that encourages continuous reflection and critique of collaborative knowledge production. Originality/value To show the importance of not sweeping incidents in which participants are othered “under the carpet” in collaborative research. To present an analytical framework for analysing the contextual and emergent nature of collaborative research processes and discuss the ethical conundrums, which arise in the research process.

The aim of this theoretical paper is to develop and present a didaktik model that embeds chemistry education into Environmental and Sustainability Education (ESE) using an eco-reflexive approach. A didaktik model is a tool to help educators make decisions and reflect on why, what, how, and/or when to teach. The model presented here is a revised version of the Jegstad and Sinnes model from 2015. It was systematically developed based on a critical analysis of the previous ESD (Education for Sustainable Development)-based model. This process is part of what is called didactic modeling. The revised model consists of the following six categories: (i) socio-philosophical framing; (ii) sustainable schooling and living; (iii) critical views on chemistry’s distinctiveness and methodological character; (iv) powerful chemical content knowledge; (v) critical views of chemistry in society; and (vi) eco-reflexivity through environmental and sustainability education. As in the model by Jegstad and Sinnes, the eco-reflexive didaktik model seeks to support chemistry educators in their sustainability-oriented educational planning and analysis, but from a more critical perspective. Based on an eco-reflexive Bildung approach, one additional category—socio-philosophical framing—was added to the revised model. This is because the previous model does not take sufficient account of worldview perspectives, cultural values, and educational philosophy. The eco-reflexive didaktik model is illustrated with boxes, and it is suggested that all categories in these boxes should be considered in holistic and eco-reflexive chemistry education. The purpose of such education is to develop students’ ChemoKnowings.

During the last two decades, critical enquiry into the nature of race has begun to enter the philosophical main-stream. The same period has also witnessed the emergence of an increasingly visible discourse about the nature of infor-mation within a diverse range of popular and academic settings. What is yet to emerge, however, is engagement at the interface of the two disciplines – critical race theory and the philosophy of information. In this paper, I shall attempt to con-tribute towards the emergence of such a field of enquiry by using a reflexive hermeneutic (or interpretative) approach to analyze the concept of race from an information-theoretical perspective, while reflexively analyzing the concept of informa-tion from a critical race-theoretical perspective. In order to facilitate a more concrete enquiry, the concept of information formulated by cyberneticist Gregory Bateson and the concept of race formulated by philosopher Charles W Mills will be placed at the centre of analysis. Crucially, both concepts can be shown to have a connection to the critical philosophy of Immanuel Kant, thereby justifying their selection as topics of examination on critical reflexive hermeneutic grounds.

Based on the premise that teaching is a political act and that it is thus necessary to engage additional language students in the process of both linguistic and critical development (Crookes, 2013), this study aims at investigating the role of the teacher during the implementation of a cycle of tasks designed from the perspectives of the Task-based Approach (Ellis, 2003) and of Critical Pedagogy (Freire, 1996). According to Breen (2009), a task can be understood as a workplan which is modified and reinterpreted during its implementation. Samuda (2009) argues that one of the central roles of the teacher in task-based language teaching is to guide students in language processing so as to cater for linguistic development. In this sense, it is important to investigate the task as a process, that is, the strategies adopted by the teacher while implementing the task as a workplan. In order to do so, this study focuses on the reflexive diaries of the teacher-researcher, in which he describes and reflects upon the implementation of a critical cycle of tasks designed for a group of high school students in a Brazilian context. From the thematic analysis of the diaries, the theme ‘strategies’ could be identified, which demonstrates decisions that were taken by the teacher-researcher during implementation so as to: a) guarantee that the critical objective of the task would be met, b) guide the students’ attention to a specific topic (such as focus on form or the critical topic at hand), c) overcome technical and material difficulties and d) facilitate students’ learning process. The complexity involved in the implementation process of tasks designed from a critical perspective suggests the need for teachers to develop their critical reflexive skills in order to be able to make decisions that will be adequate for each specific educational context.

Telling and retelling the stories of our lives is the stuff of reflection and reflexivity. Asking ‘who narrates these stories?', getting beyond thinking of the narrator as ‘just me', and events as ‘just what happened' are what make this process critical. We create narratives rather than regurgitate slices of truth, so we also construct the narrator of each story. This paper discusses and exemplifies the exploration of dynamic narrators, such as variations of the autobiographical ‘I' (eg ‘internal mentor'), or fictional explorations of different perspectives (eg patient or student as ‘I'). Exercises and activities to inspire practitioners to write such narratives exploratively are demonstrated, inevitable confidentiality issues and the dynamic educative element of uncertainty are examined, and an underpinning theory of the self proposed. The particular value of writing (rather than oral discussion) to critical reflexivity is also explained. Focussing upon the perspective from which narratives are written is essential for critical enquiry.

Discussions around constructing a new critical qualitative inquiry need to reflect challenges on three levels: (a) Inquiry can be critical about the issues under study—a social or political problem to be addressed in a critical perspective; (b) critical approaches to methods and approaches in current research—other forms (e.g., quantitative research) or parts of the mainstream of qualitative research; and (c) a major challenge is to remain able to really do empirical qualitative research addressing social problems and to remain reflexive. Articles in this special issue address these to make a contribution to constructing a new critical qualitative inquiry.

After a period of overwhelmingly doctrinal research following the establishment of international criminal justice institutions in the 1990s and early 2000s, international criminal law (icl) research has become increasingly self-reflexive and critical. However, the teaching practice of icl seems to have remained focused on a doctrinal analysis of statutes and the jurisprudence of international tribunals. This article discusses a possible way of incorporating the critical turn in icl scholarship into teaching, namely through a contextual perspective. In this perspective, the context of the substance, procedures, objectives, justifications and impacts of the field is foregrounded, instead of being presented as background beyond the scope of analysis. Discussing some of the potential benefits, challenges and downsides of teaching icl contextually, the article concludes that there is merit in adopting and further exploring this approach, among others to educate, and not only to train, the next generation(s) of icl experts.

This article contributes to the unresolved concern about the relationship between habitus and reflexivity. Using Sri Lanka, a postcolonial social context, as the research ground, the article provides a contemporary interpretation of individuals’ reflexive and habitual behaviour that displaces Bourdieu’s concept of habitus as inappropriate for the representation of 21st-century social dynamics. While Sri Lanka is often labelled a traditional society, where habitual, routine, pre-reflexive action is thought to be more common, studies that question this generalised view appear to be largely absent. Therefore, based on a critical realist morphogenetic perspective that offers the analytical possibility of both routine and conscious action, this article investigates the role of habitus and reflexivity through 75 work and life histories gathered from Sri Lanka. The findings suggest that even the reproduction of traditional practices has increasingly become a reflexive task; thus, this work supports the position that habitus fails to provide reliable guidance to understand social action, even within a society labelled as traditional.

Abstract “Ultimacy,” it is argued, is not an area that academic studies in theology nor the study of religion can properly investigate; nevertheless, it is also illegitimate to argue therefore that claims to it are simply linguistic power plays. Using an autobiographical methodology, the author explores how their own “imagined” “mystical” experience and scholarly studies may shed light on approaching the study of religious experience, noting particularly work by Rudolf Otto, Robert Sharf, Gregory Shushan, and Ann Taves. Reflections are offered on studying religious experience, approaching ultimacy, and the relationship of theological and religious studies. Moreover, some critical and decolonial perspectives are brought to bear both on the author’s own work, academic studies, and contemporary debates around studying what may be termed “mysticism” or religious experience. The author also argues that the autobiographical and reflexive model offered herein may be a useful perspective for scholarship in the study of religion.

This article traces the divergent reception of a museum catalog I co-authored at the outset of my career as a case study to explore shifting paradigms of museum practice in the 20th and 21st centuries. Reconsidering its initial condemnation as “antiquarian” on its publication becomes a means to rethink collections as heritage resources in relation to Native communities and consider how museum publications are repurposed in other arenas through ethnographic research. This new perspective draws on decades of collaboration with members of the community whose heritage the collection represents, assessing the role of mutually engaged, critical perspectives on “old” museum collections for contemporary museum practice. Using a reflexive lens, I argue that collaborative anthropology recovering historical entanglements and Native voice and agency enables museum resources to engender a post-colonial, post-antiquarian anthropology.

This thesis explores the lives of a group of fifteen exceptional women who were dedicated to the cause of advancing girls and women in sport and physical activity. Over several decades, they worked in a voluntary capacity to transform women in sport through practice and policy development. Moreover, they aligned such unpaid work with personal and local experiences of volunteering that eventually led to their participation in international sport circles and policies. The key settings for their voluntary service came from their roles in the emergence and maintenance of two international women‘s sport organisations – International Association of Physical Education and Sport for Girls and Women (IAPESGW) and WomenSport International (WSI). In addition, their voluntary roles were so substantial that they were inextricably interwoven within all aspects of their lives. Therefore, the purpose of this thesis is to explore the participants‘ relationships with sport volunteering, in the particular settings of IAPESGW and WSI, whilst analysing the role of volunteering in their lives. The study utilised a holistic framework to gain an in-depth understanding about the women‘s commitment to the cause and how volunteering fits into their lifestyle. As there were no models from the sport volunteering field that were appropriate for this study, the research drew upon and developed Hustinx and Lammertyn‘s (2003) non-sport model called the Collective and Reflexive Styles of Volunteering (SOV). The SOV was valuable because it offered a multi-dimensional approach to explain how, why, and when the participants got involved with advancing women‘s sport and physical activity, and how their involvement related to and influenced their wider lifestyles. A critical realist and social constructionist philosophy was employed to have a greater understanding of the women‘s realities, and life history interviews were conducted to gain a greater understanding about how they constructed their knowledge about themselves, sport, and the world around them. The study illustrated the complexity of the women‘s volunteer participation. The findings suggested that their sport passion and identity guided many of their actions and activities throughout their life, such as choices for higher education and within professional work. In addition, the findings showed that it was their personal experiences and gained knowledge about gender disadvantages in sport that initially stimulated and then repeatedly reinforced their interests and commitment. Although these had strong impacts on the women‘s entrance into and commitment to the cause, the findings highlighted that the women had to identify the conditions of their relationships, family, and types of paid work to be compatible with levels of volunteering. The study concluded that sport researchers can benefit from examining volunteers from a holistic perspective to gain a better understanding of the conditions under which individuals make such an extreme, voluntary contribution to sport.

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Accepting that changes in the current Brazilian educational system are possible, we point out the need to promote an effective training for teachers during graduate courses. The internship provides a perfect opportunity for interaction between theory and practice and offers the intern an opportunity to develop critical thought. This study aims at promoting a debate about the Teacher Graduation Course at UFRRJ, taking into consideration the new national guidelines for such courses; and underlining the importance of an initial training stage based on assisted practice guided by theoretical knowledge acquired during the course. Those, among others aspects, feed the debate on the importance and contributions of managed internship for the training of teachers in the aforementioned course. Therefore, in order to reach a better understanding of the relevance of Managed Internship for teacher education, we began by analyzing the legal documents that regulate the course, seeking possible gaps. Aside from that, we interviewed teachers and proposed questionnaires to students, whose narratives we analyzed. They all led us to the conclusion that Managed Internship can be an effective way to join theory and practice, since they are reflexive processes connected to teacher intervention in the classroom. This study does not intend to propose a standard to this practical teaching subject, but rather to ponder about aspects that can contribute to the development of a graduation process seen as a reflexive exercise about teaching. All this taking into consideration that throughout different historical periods, initial teacher graduation courses in Brazil have always considered internship as playing an essential role in the training of teachers, as well as in the development of teacher identity.
Por acreditar que mudan?as no atual sistema de educa??o brasileira s?o poss?veis, precisamos criar meios para uma forma??o reflexiva de professores/pedagogos. O tempo de est?gio proporciona uma integra??o entre a teoria e a pr?tica e oportuniza ao aluno-professor o desenvolvimento de um pensamento cr?tico. Este trabalho tem como objetivo promover uma discuss?o sobre a forma??o no Curso de Pedagogia proposta pela UFRRJ, considerando as novas diretrizes curriculares nacionais e a relev?ncia de uma forma??o inicial pautada numa pr?tica articulada ?s teorias e conhecimentos apreendidos ao longo de uma licenciatura. Esses, entre outros aspectos, impulsionam-me a discutir ainda a import?ncia e a contribui??o do Est?gio Supervisionado para a constru??o identit?ria do futuro profissional docente na referida institui??o. Assim, com intuito de melhor compreender o papel dos est?gios neste processo de forma??o de professores, buscou-se analisar as ideias preconizadas nos documentos legais, bem como os documentos institucionais que regulamentam o curso, a fim de discutir se ambos caminham em conson?ncia e ou apresentam disparidades. E, a partir deles, realizar uma an?lise das narrativas proferidas pelos licenciandos acerca do Est?gio supervisionado, por meio de question?rios. Neste sentido entendo o est?gio como o local da pr?tica-teoria-pr?tica, pois s?o processos reflexivos que permeiam a interven??o docente em sala de aula. Este trabalho n?o pretende impor um modelo para a disciplina Pr?tica de ensino, e sim refletir sobre os aspectos que possam contribuir para a implanta??o de um processo de forma??o que se constitua tamb?m num exerc?cio de reflex?o sobre a pr?tica docente. Isto levando em considera??o que no Brasil, ao longo do processo hist?rico de forma??o inicial de professores, independente dos distintos enfoques, a pr?tica advinda do Est?gio Supervisionado tem assumido um papel essencial na sua forma??o profissional, bem como na forma??o de sua identidade docente.

Chapter 6 addresses the ethical issues involved in engaging with the perpetrator’s perspective by analyzing Jonathan Littell’s Les Bienveillantes (2006, The Kindly Ones). It discusses imaginative resistance, difficult empathy, and identification in relation to readerly engagement and perspective-taking. The chapter shows how the interplay between immersiveness and critical distance can produce a narrative dynamic that allows the reader to engage emotionally—but without uncritically adopting the protagonist’s perspective—with an ethically problematic life-world. It analyzes how the novel performatively shows, through the breakdown of narrative mastery, that no exhaustive comprehension is possible. In relation to different logics of narrative, the chapter articulates the ethical significance of self-reflexive narrative form and relates the hermeneutic notion of docta ignorantia—knowing that one does not know—to the novel’s way of dealing with the conditions of possibility of the Holocaust and with the limits of understanding, representing, and narrating it.

This book has provided a new reading of the transformation of intimacy that can be found in real sex films using an interdisciplinary perspective drawing on new risk sociology; feminist critical geography; and literary and film studies concepts such as structure of feeling, narrative, genre, stardom, social audience, spectatorship, and mise en scène. In this pursuit the book has incorporated a bricoleur methodology of social audience and textual analysis and devised a “soft ethnography” to explore the different authorial signatures on a filmic text. By viewing real sex cinema through a variety of theoretical, empirical, sociohistorical, and reflexive lenses, it has suggested ways that readers can bring to the cinematic experience their own search for a mutual understanding of ideas and perspectives and yet also, like our social audience groups in their discussions with one another, a sense of critical extension as well.

The study turns to the literature on organizational identity and, once again, considers this in terms of two competing analytical positions. The first, the ‘critical’ view, sees inter alia organizational identity treated as a reflexive term for how organizational members themselves feel outsiders perceive their organization. The second is the ‘managerial’ school, where organizational identity is replaced with the term ‘corporate identity’ and which sees identity, as well as corporate image, discussed in line with a more outward-looking perspective based on the perceptions of external stakeholders. This section includes an analysis of Soenen and Moingeon’s five-faceted approach to organizational identity, which the authors feel gives additional depth to the understanding of this subject area. The final section of the review then draws together strands of literature across all three topics discussed—culture, identity, and image—with a view to examining the relationships between them.

This handbook is the first volume to offer a sustained theoretical exploration of all aspects of language and race from a linguistic anthropological perspective. A growing number of scholars hold that rather than fixed and pre-determined, race is created out of continuous and repeated discourses emerging from individuals and institutions within specific histories, political economic systems, and everyday interactions. This handbook demonstrates how linguistic analysis brings a crucial perspective to this project by revealing the ways in which language and race are mutually constituted as social realities. Not only do we position issues of race, racism, and racialization as central to language-based scholarship, but we also examine these processes from an explicitly critical and anti-racist perspective. The process of racialization—an enduring yet evolving social process steeped in centuries of colonialism and capitalism—is central to linguistic anthropological approaches. This volume captures state-of-the-art research in this important and necessary yet often overlooked area of inquiry and points the way forward in establishing future directions of research in this rapidly expanding field, including the need for more studies of language and race in non-U.S. contexts. Covering a range of sites from Angola, Brazil, Canada, Cuba, Italy, Liberia, the Philippines, South Africa, the United Kingdom, the United States, and unceded Indigenous territories, the handbook offers theoretical, reflexive takes on the field of language and race, the larger histories and systems that influence these concepts, the bodies that enact and experience them, and finally, the expressions and outcomes that emerge as a result.

AbstractFrom the perspective of media education theory and aesthetic education, this article discusses some considerations of aesthetic practice as media-critical practice. Media-critical practice is described as a reflexive-transformative practice with and in media and no longer as a distanced, self-reflexive and rational critique of media or media use. It first shows that in this perspective, subjects no longer (only) intentionally deal with media, but first and foremost become subjects in relation to medial apparatuses. In a second step I shall relate to contemporary artists of the so-called post-internet art. Their aesthetic practices have the potential to criticize (to question, reflect, or subvert) the entanglement of human beings into contemporary media-cultural environments.

This chapter explains the author's positioning and how anthropologists try to work from an outsider perspective. It includes some ideas about different theoretical perspectives about social work. The chapter's reflexive positioning from the perspective of an anthropologist is fundamental to this book. Hence, it argues the approach is in keeping with recent methodological and theoretical approaches to social anthropology. It provides some auto-ethnographic background relating to longitudinal work with social workers and social work educators in the United Kingdom (UK). This, in turn, opens up room for some critical reflections. Finally, this chapter addresses the issue of social work ‘voice’ and representation.

This chapter will discuss how Discovery either reproduces, criticizes, or subverts established U.S. representations of diplomacy. The results will provide some leads on whether Discovery lives up to Star Trek’s progressive worldview. Revisiting Iver B. Neumann’s argument, this chapter argues that Discovery’s pilot episode can be viewed as a critical reflection on how the difference between idealist (“We come in peace”) and realist (a “Vulcan Hello”) approaches to diplomacy become blurred from the inverted perspective of the (Klingon) Other. However, over the further course of the season, Discovery loses its reflexive perspective on the ambiguity of diplomacy and settles for demonstrative idealism. The chapter discusses whether Discovery in its adaptation of a demonstrative ‘idealism’ subverts U.S. representations of diplomacy in the light of paradigmatic shifts after 9/11, or whether it reproduces the ambiguity of ‘realist’/’idealist’ representations, ultimately legitimizing the use of force for supposed higher ends.

The chapter analyses and discusses the perspectives of young people on cultural World Heritage and its imbalanced global distribution. The qualitative study is based upon focus groups and hermeneutic photography conducted with 43 secondary school students aged 14–17 years from Lower Saxony, Germany. The findings of the focus groups, which are presented in this chapter, reveal deeply rooted Eurocentric thinking patterns, that structure the understanding of cultural World Heritage in general and are used to justify the dominance of European cultural World Heritage sites. Due to these results, the authors call for including post- and decolonial approaches in World Heritage Education to foster the adoption of critical and reflexive thinking.

This book has been written at a time when late modern societies are experiencing a period of enormous social and economic upheaval. Some commentators have suggested that late modern societies should be seen as defunct, or at best in decline. This forecast of the end of late modern societies looms larger than it has ever done before. But, in what ways will this influence the archaeology of the contemporary past as a discipline, and its agenda as we have charted it in this book? In many ways, the need for an archaeology of the late modern period has become even more urgent in the light of these changes. Any discipline that allows us to look at the nature of late modern societies from a different perspective will help us to understand the critical points at which societies change, and to put this information into practice in the future. But what if we are in a period that heralds the onset of a new form of society? Will the archaeology of the contemporary past simply become another period study, like the archaeology of the Neolithic for example? Although we have focused much of our discussion on the nature of late modern societies, we argue that we need an archaeology of ‘now’ as much as we need one that explores social responses to the very recent past that got us here. The central theme of this book is the need to develop an archaeology that allows us to be more self-aware and critically reflexive by understanding the nature of contemporary society and its engagement with the material world, as well as our recent and deeper past. It is this single point that is at the core of our argument—that we need to use the approaches of archaeology not only to study the roots of our society, but also to understand our present lives. Thus archaeology becomes not only a discipline for recording objects, places, and practices that are extinct or have fallen into ruin, but develops a series of tools alongside its more conventional ones for scrutinizing objects, places, and practices within our own society that are still in use.

This chapter reports on ongoing research that has focused on supporting pre-service and practicing mainstream subject-area teachers to develop disciplinary semiotic and pedagogic knowledge. It aims to provide a principled rationale for the design and application of curriculum literacy units for secondary teachers, with a focus on fostering a more equitable engagement of the EL's students and other linguistically and socio-economically diverse learners. The chapter presents recent developments in the understanding of semiotic knowledge in secondary content-areas and relevant pedagogic principles for its teaching and learning. Principles related to the why, the what, and the how of teaching and learning are discussed and exemplified through teaching cycles applied in the context of a curriculum literacy unit, integrating both knowledge about language and pedagogy and a range of critical perspectives that are key in contemporary reflexive pedagogies.

The main recommendations of the panel report can be summarised under five key headings:  HUMANITY The Panel recommends recognition that research in this field should be geared towards the development of critical understandings of self and society in the modern world. Archaeological research into the modern past should be ambitious in seeking to contribute to understanding of the major social, economic and environmental developments through which the modern world came into being. Modern-world archaeology can add significantly to knowledge of Scotland’s historical relationships with the rest of the British Isles, Europe and the wider world. Archaeology offers a new perspective on what it has meant to be a modern person and a member of modern society, inhabiting a modern world.  MATERIALITY The Panel recommends approaches to research which focus on the materiality of the recent past (i.e. the character of relationships between people and their material world). Archaeology’s contribution to understandings of the modern world lies in its ability to situate, humanise and contextualise broader historical developments. Archaeological research can provide new insights into the modern past by investigating historical trends not as abstract phenomena but as changes to real lives, affecting different localities in different ways. Archaeology can take a long-term perspective on major modern developments, researching their ‘prehistory’ (which often extends back into the Middle Ages) and their material legacy in the present. Archaeology can humanise and contextualise long-term processes and global connections by working outwards from individual life stories, developing biographies of individual artefacts and buildings and evidencing the reciprocity of people, things, places and landscapes. The modern person and modern social relationships were formed in and through material environments and, to understand modern humanity, it is crucial that we understand humanity’s material relationships in the modern world.  PERSPECTIVE The Panel recommends the development, realisation and promotion of work which takes a critical perspective on the present from a deeper understanding of the recent past. Research into the modern past provides a critical perspective on the present, uncovering the origins of our current ways of life and of relating to each other and to the world around us. It is important that this relevance is acknowledged, understood, developed and mobilised to connect past, present and future. The material approach of archaeology can enhance understanding, challenge assumptions and develop new and alternative histories. Modern Scotland: Archaeology, the Modern past and the Modern present vi Archaeology can evidence varied experience of social, environmental and economic change in the past. It can consider questions of local distinctiveness and global homogeneity in complex and nuanced ways. It can reveal the hidden histories of those whose ways of life diverged from the historical mainstream. Archaeology can challenge simplistic, essentialist understandings of the recent Scottish past, providing insights into the historical character and interaction of Scottish, British and other identities and ideologies.  COLLABORATION The Panel recommends the development of integrated and collaborative research practices. Perhaps above all other periods of the past, the modern past is a field of enquiry where there is great potential benefit in collaboration between different specialist sectors within archaeology, between different disciplines, between Scottish-based researchers and researchers elsewhere in the world and between professionals and the public. The Panel advocates the development of new ways of working involving integrated and collaborative investigation of the modern past. Extending beyond previous modes of inter-disciplinary practice, these new approaches should involve active engagement between different interests developing collaborative responses to common questions and problems.  REFLECTION The Panel recommends that a reflexive approach is taken to the archaeology of the modern past, requiring research into the nature of academic, professional and public engagements with the modern past and the development of new reflexive modes of practice. Archaeology investigates the past but it does so from its position in the present. Research should develop a greater understanding of modern-period archaeology as a scholarly pursuit and social practice in the present. Research should provide insights into the ways in which the modern past is presented and represented in particular contexts. Work is required to better evidence popular understandings of and engagements with the modern past and to understand the politics of the recent past, particularly its material aspect. Research should seek to advance knowledge and understanding of the moral and ethical viewpoints held by professionals and members of the public in relation to the archaeology of the recent past. There is a need to critically review public engagement practices in modern-world archaeology and develop new modes of public-professional collaboration and to generate practices through which archaeology can make positive interventions in the world. And there is a need to embed processes of ethical reflection and beneficial action into archaeological practice relating to the modern past.