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Relevant bibliographies by topics / Self-reflection

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Academic literature on the topic 'Self-reflection'

Author: Grafiati

Published: 4 June 2021

Last updated: 9 June 2025

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Journal articles on the topic "Self-reflection"

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Johnson, Camille S., and Diederik A. Stapel. "Reflection Versus Self-Reflection." Social Psychology 42, no. 2 (January 2011): 144–51. http://dx.doi.org/10.1027/1864-9335/a000053.

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Positive self-views are known to benefit individuals. However, little attention has been paid to the means by which self-esteem is attained and the consequences associated with different paths to high self-esteem. The current studies suggest that positive self-esteem attained through self-reflection is associated with performance benefits, but that positive self-esteem attained by affiliation with successful others should not be associated with performance benefits. Two studies show that while both experiences similarly boost global self-esteem, only self-reflection has positive effects on performance.

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Jefford, Elaine, and Miriam Sargeant. "Self reflection." Nursing Standard 18, no. 32 (April 21, 2004): 104. http://dx.doi.org/10.7748/ns2004.04.18.32.104.c3591.

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Karjohn, Lesley. "Self-Reflection." Inquiry: Critical Thinking Across the Disciplines 3, no. 3 (1989): 7–10. http://dx.doi.org/10.5840/inquiryctnews19893327.

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Vaage, Margrethe Bruun. "Self-Reflection." Nordicom Review 30, no. 2 (November 1, 2009): 159–78. http://dx.doi.org/10.1515/nor-2017-0157.

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Abstract Idiosyncratic responses are more strictly personal responses to fiction film that vary across individual spectators. In philosophy of film, idiosyncratic responses are often deemed inappropriate, unwarranted and unintended by the film. One type of idiosyncratic response is when empathy with a character triggers the spectator to reflect on his own real-life issues. Self-reflection can be triggered by egoistic drift, where the spectator starts imagining himself in the character’s shoes, by re-experiencing memories, or by unfamiliar experiences that draw the spectator’s attention. Film may facilitate self-reflection by slowing down narrative development and making the narrative indeterminate. Such scenes do make idiosyncratic responses, such as self-reflection, appropriate and intended. Fiction film is a safe context for the spectator to reflect on personal issues, as it also affords him with distancing techniques if the reflection becomes too painful or unwanted. The fictional context further encourages self-reflection in response to empathy, as the spectator is relieved from real-life moral obligations to help the other.

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Gun, B. "Quality self-reflection through reflection training." ELT Journal 65, no. 2 (June 23, 2010): 126–35. http://dx.doi.org/10.1093/elt/ccq040.

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Chang, Nam Fung. "Self-image and self-reflection." Babel. Revue internationale de la traduction / International Journal of Translation 63, no. 5 (December 31, 2017): 643–66. http://dx.doi.org/10.1075/babel.00002.cha.

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Abstract The futility of decades of government efforts to disseminate Chinese literature has triggered discussions among Chinese scholars on how to translate and who should be entrusted with this task. Some blame the failure on traditional concepts of translation that overemphasize faithfulness to the original to the point of disregarding target cultural conditions, but others insist that China should have control over its cultural export and that Sino-English should be used to internationalize English. Findings show that traditional concepts should not be blamed, as aggressively source-oriented strategies have been used in outbound translation only in recent years, and that this shift in translation norms in government-initiated outbound translation has spread to non-literary text types, and also to Hong Kong and Taiwan. The same kind of aggressiveness has recently been displayed in other forms of cultural export, triggering resistance in other cultures. All these changes may be attributable to a heightening of cultural self-image. What is needed to address the issue is cultural self-reflection, which will lead to the awareness that economic growth does not immediately bring cultural prestige, and that source-initiated cultural export efforts may make little difference in central cultures. Cultural awareness at a higher level can be achieved only through empathy.

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Motroshilova, Nelly V. "Self-Reflection and Self-Criticism." Russian Studies in Philosophy 52, no. 4 (January 2015): 17–34. http://dx.doi.org/10.1080/10611967.2014.1030323.

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Conway, Jeremiah Patrick. "Presupposing Self-Reflection." Teaching Philosophy 22, no. 1 (1999): 41–52. http://dx.doi.org/10.5840/teachphil19992214.

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Takano, Keisuke, and Yoshihiko Tanno. "Self-rumination, self-reflection, and depression: Self-rumination counteracts the adaptive effect of self-reflection." Behaviour Research and Therapy 47, no. 3 (March 2009): 260–64. http://dx.doi.org/10.1016/j.brat.2008.12.008.

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Nelson, Thomas K. "Self-Reflection, Self-Consciousness, and Materiality." National Catholic Bioethics Quarterly 8, no. 1 (2008): 87–102. http://dx.doi.org/10.5840/ncbq20088185.

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Dissertations / Theses on the topic "Self-reflection"

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Holmes, Peter F. "Counselor self-reflection /." free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9953866.

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Kwok, Kwan Yuk Sandy. "Self-assembled reflection gratings." Thesis, University of Cambridge, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.608163.

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Vice, Samantha. "Self-reflection and the worthwhile life." Thesis, University of Reading, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.270847.

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Sadi, Sajid H. (Sajid Hassan). "ReflectOns : mental prostheses for self-reflection." Thesis, Massachusetts Institute of Technology, 2012. http://hdl.handle.net/1721.1/79306.

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Thesis (Ph. D.)--Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, February 2013.<br>"September 2012." Cataloged from PDF version of thesis.<br>Includes bibliographical references (p. 113-118).<br>Since the time of the first philosophers, logic and observed human behavior have stood somewhat in contradiction. More recently, scientist have started to delve into decision making to understand why the way we act differs from rational choice, and indeed from our own desires. We believe that it is possible to use just-in-time feedback drawn from machine-observable behavior to help align behavior with personal goals. This dissertation presents mental prosthetics, a model for distributed, embodied, design-embedded, just-in-time interfaces that augment the human judgment process. Drawing information from the activity of the user around them, mental prostheses analyze behavioral patterns in a way orthogonal to human cognition. Unlike persuasive interfaces, mental prostheses attempt to align choices with personal goals by cueing the user with just-in-time information. Lastly, these devices provide calm yet understandable feedback to draw the user's attention at the correct time to the information available to them. This dissertation provides several prototypes and design explorations as a means of sampling the various approaches to data collection, synthesis, and feedback. Focusing on self-reflection, these sample designs form a subclass of mental prostheses that we term reflectOns. We show through the studies carried out in the course of this dissertation that these systems are effective in changing behavior to be better aligned with user goals. Lastly, this dissertation provides a set of design guidelines that assist in the creation of new mental prostheses. While we discuss a variety of scenarios in this work, it is only the beginning of the exploration. The design guidelines provide insight into both the critical aspects of the design of such systems, as well as possible input and feedback methodologies. These guidelines, together with the reflectOns themselves, provide a basis for future work in this area.<br>by Sajid Sadi.<br>Ph.D.

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Wiezbicki-Stevens, Kathryn. "Metacognition developing self-knowledge through guided reflection /." Amherst, Mass. : University of Massachusetts Amherst, 2009. http://scholarworks.umass.edu/open_access_dissertations/126/.

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Arseneault, Mary Lou. "Adult educators' experiences with critical self-reflection." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ38357.pdf.

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Christensen, Torben. "Interdisciplinarity and self-reflection in civic education." University of Southern Denmark, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-27405.

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Focus of interest in this article are the concepts of globalization and civic citizenship and the questions are; what is required to be a global citizen, and how to work with this in civic education. The concept of civic citizenship implies democracy. A citizen is an independent and (to some extent) educated decision maker and actor, not a mere subject loyal to the sovereign. So whenever speaking of a global citizen democracy is implied. But the world is not a democratic place as such. Most of it in fact is quite undemocratic. The question therefore is how it is possible to act as a citizen (as a democrat) in global space. The article argues that this will only be possibly if citizens are capable of dealing with complex societal problems and to understand their own role as citizens (democrats) in relation to these problems. The argument is firstly that problems and issues in global space are complex and can only be understood interdisciplinary. Therefore the ability to reflect problems interdisciplinary is crucial to the global citizen. The second argument is that the ability of self-reflection is necessary for citizens in their efforts to understand, maintain and develop their own (democratic) identity and (democratic) values and practices in relation to the complexity and unfamiliarity of the various non-democratic identities, values and practices in a global space. Therefore it is suggested that students in civic education need to develop competencies of reflection on interdisciplinarity and self-reflection-as-citizen as key tools for analyzing societal problems and to act democratically on them. And it is suggested that dealing with interdisciplinarity requires use of second order concepts and that self-reflection as citizens requires third order concepts

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Murdock, J. William. "Self-improvment through self-understanding : model-based reflection for agent adaptation." Diss., Georgia Institute of Technology, 2001. http://hdl.handle.net/1853/8225.

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Hansson, Aneer Sebastian, and Douglas Gidlöf. "Social Insecurity & Games : Games for self-reflection." Thesis, Blekinge Tekniska Högskola, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-14650.

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This is a study of how games can be used to encourage self-reflection. The study uses Everyday-Social Anxiety to establish a base point from which to make a game. During the study a game was developed using the research found. The game uses mechanics in order to link the player to the games protagonist. This link is then used in an attempt to encourage the player to self-reflect. Known design methods are used as guidelines of how the study and game is made. These methods originate from both game design and design of informative systems (such as servers). Some psychology sources are used in order to gather an understanding of what Social Anxiety is and how it affects people, the focus however, lies on the subject of Media technology and game development. The study concludes with results and a discussion. In the discussion the entirety of the study is motivate and reflected over by the authors. The results are specifically presented in a conclusion, presenting what was done, and what the study led to.<br>LIVET.exe

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McCardle, Lindsay. "The effects of self-modeling on self-regulation in skill acquisition: The self-reflection phase." Thesis, University of Ottawa (Canada), 2008. http://hdl.handle.net/10393/27709.

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Dowrick (1999) proposed the method of feedforward self-modeling in which a video is edited to show a higher level of performance than the learner's current ability. In this experiment, the feedforward self-modeling video showed a gymnast performing a combination of two floor skills which they were able to do separately but not yet in combination. Eight gymnasts (7 females, 1 male; M age = 9.9) participated in a pretest, nine intervention sessions and a post test. During the intervention sessions, the gymnasts received a feedforward self-modeling video for one skill combination and no intervention for a control skill combination. I investigated the possible influences of viewing the feedforward self-modeling video on the gymnasts' self-regulatory processes within the context of Zimmerman's (2000) model of self-regulation. There was a specific focus on the self-reflection phase. Thus, the use of self-evaluation criteria, the dimensions of causal attributions for both good and poor performances, self-satisfaction, and use of inferences were measured. Separate ANOVAs showed that feedforward self-modeling and control conditions did not differ for any of the dependent variables. A significant main effect was found for dimension for the Revised Causal Dimension Scale (McAuley, Duncan & Russell, 1992) for both good (F(3,21) = 14.249, p<.001, partial eta2 = .671) and poor performances (F(3,21) = 9.994, p<.001, partial eta2 = .588). Participants made attributions which were internal, unstable and controllable in both cases. Further research is encouraged with feedforward self-modeling interventions in order to determine their impact on self-regulated learning.

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Books on the topic "Self-reflection"

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Lepicard, Etienne, Volker Roelcke, and Sascha Topp, eds. Silence, Scapegoats, Self-Reflection. Göttingen: V&R Unipress, 2015. http://dx.doi.org/10.14220/9783737003650.

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Life, The School Of. Self-Reflection Journal. School of Life Press, The, 2024.

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Preston, Laura, and Tanja Widmann. Postapocalyptic Self-Reflection. A-Jump Books, 2019.

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Thomas, Donna. Self Reflection Journal. Independently Published, 2022.

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Maize, Savannah. Self Reflection Journal. Independently Published, 2022.

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Conner, Kasey. Self-Reflection Journal. Independently Published, 2020.

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NELSON, C. L. Reflection of Self. Independently Published, 2018.

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Self Reflection Journal. Lulu Press, Inc., 2023.

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Greenwood, Kelsey. Self-Reflection Journal. Lulu Press, Inc., 2020.

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Zale, Enne. Progress: Self-Reflection Journal. Enne Zale, 2022.

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Book chapters on the topic "Self-reflection"

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Phillips, Ann G. "Self-Reflection." In Encyclopedia of Personality and Individual Differences, 4791–94. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-24612-3_1178.

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Levesque, Roger J. R. "Self-reflection." In Encyclopedia of Adolescence, 2585–86. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-1695-2_649.

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Bonnycastle, Anne. "Self-Reflection." In Find Your Blindspot in the Classroom, 103–10. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003490975-12.

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Elizabeth Hancock, Robin. "Self-Reflection." In Global Citizenship Education for Young Children, 145–52. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003005186-15.

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Bienkowski, Piotr, and Hilary McGowan. "Self-reflection." In Leadership of Inclusive and Sustainable Cultural Organisations, 17–19. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003415886-6.

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Bowden, Brandon, merz Lim, becky Martinez, Mary C. Medina, and Tanya O. Williams. "Self-Reflection." In The Strategic Guide to Shaping Your Student Affairs Career, 127–42. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003448105-8.

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Phillips, Ann G. "Self-Reflection." In Encyclopedia of Personality and Individual Differences, 1–4. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-28099-8_1178-1.

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Short, Beth Ann, and Corinna M. Costello. "Self Reflection." In Healing from Clinical Trauma Using Creative Mindfulness Techniques, 71–78. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003036777-7.

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Walker, Anitra. "Self-Reflection." In Challenging Common Core Language Arts Lessons, 123–28. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003233473-19.

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Levesque, Roger J. R. "Self-Reflection." In Encyclopedia of Adolescence, 1–3. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-32132-5_649-2.

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Conference papers on the topic "Self-reflection"

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Zhang, Wenqi, Yongliang Shen, Linjuan Wu, Qiuying Peng, Jun Wang, Yueting Zhuang, and Weiming Lu. "Self-Contrast: Better Reflection Through Inconsistent Solving Perspectives." In Proceedings of the 62nd Annual Meeting of the Association for Computational Linguistics (Volume 1: Long Papers), 3602–22. Stroudsburg, PA, USA: Association for Computational Linguistics, 2024. http://dx.doi.org/10.18653/v1/2024.acl-long.197.

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Dou, Zi-Yi, Cheng-Fu Yang, Xueqing Wu, Kai-Wei Chang, and Nanyun Peng. "Re-ReST: Reflection-Reinforced Self-Training for Language Agents." In Proceedings of the 2024 Conference on Empirical Methods in Natural Language Processing, 15394–411. Stroudsburg, PA, USA: Association for Computational Linguistics, 2024. http://dx.doi.org/10.18653/v1/2024.emnlp-main.861.

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Sun, Hao, Hengyi Cai, Bo Wang, Yingyan Hou, Xiaochi Wei, Shuaiqiang Wang, Yan Zhang, and Dawei Yin. "Towards Verifiable Text Generation with Evolving Memory and Self-Reflection." In Proceedings of the 2024 Conference on Empirical Methods in Natural Language Processing, 8211–27. Stroudsburg, PA, USA: Association for Computational Linguistics, 2024. http://dx.doi.org/10.18653/v1/2024.emnlp-main.469.

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Wang, Yutong, Jiali Zeng, Xuebo Liu, Fandong Meng, Jie Zhou, and Min Zhang. "TasTe: Teaching Large Language Models to Translate through Self-Reflection." In Proceedings of the 62nd Annual Meeting of the Association for Computational Linguistics (Volume 1: Long Papers), 6144–58. Stroudsburg, PA, USA: Association for Computational Linguistics, 2024. http://dx.doi.org/10.18653/v1/2024.acl-long.333.

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Yan, Hanqi, Qinglin Zhu, Xinyu Wang, Lin Gui, and Yulan He. "Mirror: Multiple-perspective Self-Reflection Method for Knowledge-rich Reasoning." In Proceedings of the 62nd Annual Meeting of the Association for Computational Linguistics (Volume 1: Long Papers), 7086–103. Stroudsburg, PA, USA: Association for Computational Linguistics, 2024. http://dx.doi.org/10.18653/v1/2024.acl-long.382.

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Choe, Eun Kyoung, Bongshin Lee, Haining Zhu, Nathalie Henry Riche, and Dominikus Baur. "Understanding self-reflection." In PervasiveHealth '17: 11th EAI International Conference on Pervasive Computing Technologies for Healthcare. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3154862.3154881.

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Fijavż, Primoż. "Self-Reflection and Awareness." In Design × Nachhaltigkeit. Jahrestagung der DGTF 2022. Technische Universität Dresden, 2022. http://dx.doi.org/10.25368/2022.288.

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Zagal, Juan Cristobal, and Hod Lipson. "Self-reflection in evolutionary robotics." In the 11th annual conference companion. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1570256.1570297.

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Blair, Gordon S., Geoff Coulson, Lynne Blair, Hector Duran-Limon, Paul Grace, Rui Moreira, and Nikos Parlavantzas. "Reflection, self-awareness and self-healing in OpenORB." In the first workshop. New York, New York, USA: ACM Press, 2002. http://dx.doi.org/10.1145/582128.582131.

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Ghosh, Surjya, Bivas Mitra, and Pradipta De. "Towards Improving Emotion Self-report Collection using Self-reflection." In CHI '20: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3334480.3383019.

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Reports on the topic "Self-reflection"

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Zhou, Tong, Remigijus Bubnys, Lauras Grajauskas, Dolors Cañabate, and Jordi Colomer. Modes of self-reflection in physical education instruction. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, November 2024. http://dx.doi.org/10.37766/inplasy2024.11.0060.

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Seifert, Christin, and Veena Chattaraman. Design Identity Formation and Self-Reflection Strategies in the Development of Students' Design ePortfolio. Ames: Iowa State University, Digital Repository, November 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-91.

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Scott-Villiers, Patta. Local Self-Governance on the Somalia–Kenya Border. Institute of Development Studies, March 2025. https://doi.org/10.19088/ids.2025.016.

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Thirty years of civil war, insurgency, and counterinsurgency in Somalia and neighbouring northeastern Kenya have hollowed out state services and left borderland communities beleaguered. Yet in this apparently ‘ungoverned’ space, local self-governance persists. Citizen-led reflection shows how communities are repairing the social and physical damage wrought by violence, organising basic services, and providing public goods. This brief suggests ways that local and international agencies can work with local self-governance in zones of insecurity, acknowledging and responding to community strengths.

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Korell, Johanna Lea, Subin Nijhawan, Roland Alexander Ißler, and Britta Viebrock. Fragebogen für Lernende "Künstliche Intelligenz und Fremdsprachen", im Rahmen des Artikels "Fremdsprachenlernen im Zeitalter Künstlicher Intelligenz – eine empirische Untersuchung zu Kenntnissen, Meinungen und Nutzungsweisen von Englisch-, Französisch- und Spanischschüler*innen der Sekundarstufen I und II". Universitätsbibliothek J. C. Senckenberg, Frankfurt am Main, January 2025. https://doi.org/10.21248/gups.88393.

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This empirical study investigates AI knowledge, beliefs, and reported practices among secondary school learners of English, French, and Spanish in Germany (n=226). A survey revealed significant gaps between students' self-perceived and actual understanding of AI as well as their use and critical reflection on it. The findings suggest that integrating AI into foreign language learning, initially through targeted teacher training, is instrumental to develop both functional and evaluative skills among students, thereby sustainably fostering critical digital literacy.

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Roosendaal, Lotte, Marion Herens, Riti Hermán-Mostert, Jessica Gomes, Sharifa Parvin, Md Sahidul Islam, Md Nazrul Islam, and Md Anowarul Islam. Experiences with a food system governance self-assessment tool : report on a tool to enhance reflection and action towards food systems governance. Wageningen: Wageningen Centre for Development Innovation, 2023. http://dx.doi.org/10.18174/640710.

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Danaher, Katherine. Meeting the Learning Needs of Refugees and Migrants in Tertiary Blended ESOL Courses. Unitec ePress, May 2014. http://dx.doi.org/10.34074/ocds.003.

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Technology use in higher education is becoming ubiquitous. However, the particular needs of adult migrant and refugees studying English for Speakers of Other Languages (ESOL) necessitate careful course design and teaching practice if technology is not to present an insuperable barrier. This article surveys the literature to identify barriers to technology use by these learners, of which literacy and lack of prior experience stand out. Critical success factors in meeting their learning needs are categorized under self-regulated learning skills (as defined by (Zimmerman, 2002)), teacher support and course design. Recommendations include explicit teaching of self-regulated learning skills, using the embedded phases of forethought, performance and reflection. Also, intensive teacher support should be provided and a flexible design model used, with authentic tasks and clear interfaces. These recommendations provide research-informed guidelines for teachers and course designers looking to support the learning needs of adult tertiary refugee and migrant ESOL learners.

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Danaher, Katherine. Meeting the Learning Needs of Refugees and Migrants in Tertiary Blended ESOL Courses. Unitec ePress, May 2014. http://dx.doi.org/10.34074/ocds.003.

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Technology use in higher education is becoming ubiquitous. However, the particular needs of adult migrant and refugees studying English for Speakers of Other Languages (ESOL) necessitate careful course design and teaching practice if technology is not to present an insuperable barrier. This article surveys the literature to identify barriers to technology use by these learners, of which literacy and lack of prior experience stand out. Critical success factors in meeting their learning needs are categorized under self-regulated learning skills (as defined by (Zimmerman, 2002)), teacher support and course design. Recommendations include explicit teaching of self-regulated learning skills, using the embedded phases of forethought, performance and reflection. Also, intensive teacher support should be provided and a flexible design model used, with authentic tasks and clear interfaces. These recommendations provide research-informed guidelines for teachers and course designers looking to support the learning needs of adult tertiary refugee and migrant ESOL learners.

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Lavrentieva, Olena, and Oleh Tsys. The theory and practice of managing students’ independent study activities via the modern information technologies. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/4552.

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Theoretical foundations and existent practical experience in providing scientifically grounded management of students' independent study activities with the use of the latest information technologies have been studied in the research. The issues of organization of various types of management of students' independent study activities have been considered. It has been reported, that there are direct, indirect, and dynamic types of management. The possibilities of ICTs in the implementation of each type of management the students' independent study activities have been shown. It has been taken into account, that the introduction of computer-oriented means of co-management and co-organization into the educational process reflects the realization student-centered concept of learning. There has been emphasized the need to use both direct and indirect types of management, which will make it possible for students to move to the position of an actor of independent study activity and capable of exercising self-government. The authors have been paid special attention to the means of developing the students' personality and forming their motivational readiness for independent study activities and self-education. It has been shown, that such necessary means include the following: to promote the development of students' self-organization, self-actualization, as well as their socialization, to encourage self-assessment and reflection throughout the process of organizing independent study activities; to personalize independent study activities, to offer personally and professionally meaningful learning tasks with clearly defined and understandable goals for a student, and to ensure their gradual complication; to create informative feedback; to strengthen students' motivation.

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Iturralde, Diego, Esteban Krotz, Víctor Cárdenas, Rodolfo Stavenhagen, Waldemar Wirsig, Marcial Fabricano, Xavier Albó, et al. Indigenous Development: Poverty, Democracy and Sustainability. Inter-American Development Bank, December 1996. http://dx.doi.org/10.18235/0006810.

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The contributions included in this volume reflect both the challenges and opportunities of an incipient process of reflection and dialogue between indigenous peoples, governments and development agencies on a subject of vital importance for the approximately 40 million indigenous people of the hemisphere. In addition to the critical issues of poverty reduction, self-development, indigenous rights and secured access to land and natural resources, a common thread throughout this volume is the close interrelationship between sound and sustainable socioeconomic development and the preservation and strengthening of cultural identity. This volume contains the English translation of a selection of essays and presentations made during the International Seminar on Indigenous Development: Poverty, Democracy and Sustainability, organized on the occasion of the First General Assembly of the Fund for the Development of the Indigenous Peoples of Latin America and the Caribbean (Santa Cruz de la Sierra, Bolivia, May 22 and 23, 1995).

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Bwerinofa, Iyleen Judy, Jacob Mahenehene, Makiwa Manaka, Bulisiwe Mulotshwa, Felix Murimbarimba, Moses Mutoko, Vincent Sarayi, and Ian Scoones. Living Through a Pandemic: Competing Covid-19 Narratives in Rural Zimbabwe. Institute of Development Studies, August 2022. http://dx.doi.org/10.19088/ids.2022.058.

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Through a real time analysis of the Covid-19 pandemic across rural Zimbabwe, this Working Paper explores the competing narratives that framed responses and their politics. Based on 20 moments of reflection over two years, together with ongoing document and media analysis and an intensive period of qualitative interviewing, a complex, dynamic story of the pandemic ‘drama’ emerges, which contrasts with snapshot perspectives. Across the period, a science-led public health narrative intersects with a security and control narrative promoted by the state and is countered by a citizens’ narrative that emphasises autonomy, independence, and local innovation. The politics of this contestation over narratives about appropriate pandemic responses are examined over three periods – reflecting different waves of infection – and in relation to two conjunctures – an early, strict lockdown and the rollout of vaccines. Different narratives gain ascendancy and overlap at different times, but a local citizen-led narrative emerges strongly in the context of heavy-handed lockdowns, inadequate state capacity, and struggles around rural livelihoods. The pandemic has reshaped relationships between the state and citizens in important ways, with self-reliance rooted in local resilience central to local pandemic responses.

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