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This research work, lead by a designer-researcher embedded into the professional field, questions the conciliation between real-life practice and reflective hindsight. On this basis, it partly relies on the epistemological issue: what kind of specific knowledge can design research create? How does it fit into both academic and professional frameworks? In a more personal way, how can one conduct a poietic design approach that combines practice and discourse? How to reconcile it with working reality? Exploring the continuities, echoes or tensions between praxis, theories and social implications linked to design practice is a way to develop a dynamic knowledge, rooted in reality. When looked at with a focus on experience, these disciplinary axes become complementary. They overcome the conservative oppositions between theory and practice, facts and values, sciences and society, aesthetics and politics. A design theory cannot aim at seeking the absolute truth, but rather at anchoring practice in ethics that respects the uniqueness of each individual and situation. For the design researcher, that means starting by describing the relations between practice and thinking, in order to rearrange them according to one's needs. Then, the reflexive practitioner evolves into a theorist and a broker of ideas. ; Cette recherche, menée par un designer-chercheur en immersion dans le monde professionnel, interroge la problématique de la conciliation entre pratique réelle et prise de recul réflexive sur le métier. Dans cette visée, elle est en partie fondée sur une question épistémologique : quelles sont les connaissances spécifiques apportées par la recherche en design ? Quelle est sa place dans les cadres académique et professionnel ? De manière plus individuelle, peut-on aujourd'hui mener une démarche de design-poïétique, qui concilie pratique et discours ? Si oui, quelles sont les modalités de cette dualité, et comment l'intégrer dans le monde professionnel ? Explorer les porosités, les échos et les tensions entre praxis, pensées et implications sociales du design permet de développer une connaissance active, ancrée dans le réel. Envisagés sous l'angle commun de l'expérience, ces axes disciplinaires deviennent complémentaires, dépassant les dualismes qui ont trop souvent cours entre théorie et pratique, entre faits et valeurs, entre sciences et société, entre esthétique et politique. Une pensée du design ne peut pas viser à ériger des vérités, mais plutôt à ancrer la pratique dans une éthique, qui respecte les singularités de chaque individu et de chaque situation. Pour le chercheur, il s'agit de commencer par décrire ces relations entre pratique et réflexion pour ensuite les redéfinir en fonction de ses besoins – et permettre à d'autres de le faire. Le profil du praticien réflexif se double alors de celui de théoricien et de passeur.

The enquiry 'Súnesis' investigates aesthetic awareness in traditional music practices in Ireland and seeks to evolve an aesthetic discourse with the practices at hand. Súnesis undertakes a critical examination of a suite of performances from contemporary and traditional folk music practices in Ireland. Engaging an interpretative model evolved by Paul Ricoeur, the author designs a dimensional pathway to articulate the modes of consciousness and aesthetic awareness at work in the creative act. It is proposed that a rethinking of traditional folk music is required, beyond the disciplinary, geographical or political boundaries more typically conceived in music studies. With an alternate process of evolving aesthetic consciousness in practice, the challenge proposed is to change the view. It is to engage an active dimensional view, a process of how, through a consideration of discourse and practice, a reflective act upon the reach and realisation of artistic representation may come into play.

In the last few years, on our road towards the dreamed school, we have been repeatedly diverted to a cul-de-sac called quality. No doubt education is an extremely hot topic: in the same way nobody would be against quality health systems or quality nutrition, nobody would stand against quality education. This biased approach has stood behind the fact that the quality discourse has taken deep root in the socio-educative context, its language, its institutions and even legislation. This is a slow process, but a sure one, a market-led process. In this paper, we reflect on the subtle effects of the quality process, we try to counteract its distracting effect, and we have an insight into its origins, background and foundations. ; Viajando hacia la escuela soñada, en los últimos años nos están desviando reiteradamente hasta la parada de la calidad. Sin duda se trata éste de un tema fascinante, porque ¿quién no va a estar de acuerdo con una salud, una alimentación y por supuesto con una educación de calidad? Esta verdad tendenciosa ha sido una de las responsables de que el discurso de la calidad cale paulatinamente en el lenguaje socioeducativo, en sus instituciones e incluso en su legislación, y lo hace con poco a poco, pero cada vez con más insistencia y con una mayor inclinación al mercado. A continuación tratamos de reflexionar sobre lo que el discurso de la calidad encierra, intentando superar lo distractor del término y adentrándonos en sus orígenes, causas y fundamentos.

Taking inspiration from Dewey's (1998) writing on experience and education and Pinar's (1981) conception of currere, dealing with autobiographical reflections of individuals regarding their educational experiences, I would like to problematize the curriculum studies as a broad education studies field in Thailand, and social studies education in particular. Locating my own positionality as a curriculum worker, I perceive curriculum as an educational text that opens diverse possibilities for critical-reflective and deliberative thoughts about my educational experiences throughout my life. Shifting the personal conception from curriculum development to curriculum understanding discourse, I have gained insights that curriculum is a hermeneutic journey through one's lived experiences grounding on the socio-cultural, historical, and political economy of each specific society. The field of curriculum studies and social studies education is still under the various forms of technical-instrumental rationality at all levels of education. I have come to recognize the reason why curriculum development becomes a mainstream educational narrative in curriculum history and theory and is currently still the powerful hegemonic discourse for conceptualizing curriculum in Thailand. Critical reflection on such discourse, therefore, has the potential to cause individuals to change their recurrently entrenched normative beliefs about curriculum and knowledge production as well as educational praxis, and to augment transformative knowledge and deliberative actions.

This article analyzes the Serbian fake news site Njuz.net, exploring the dynamics of its production, consumption, and appropriation in Serbian postsocialist, pre-EU-accession society. The increasing presence and importance of parodic media genres and the embrace of satire as a viable way to interpret and deal with social and political reality are explained in terms of both Serbia's historical trajectory and its media landscape as well as the global neo-liberal condition. Njuz.net's parody sheds critical light on various political, public, and social subjects simultaneously. Its satire communicates with multiple audiences and enables identification and detachment on several levels, a fact that makes the effects of this parody difficult to judge. The dilemmas that its writers face regarding their social activism are, I argue, a symptom of wider social anxieties and structural adversities caused by the difficulty of clearly identifying and detaching from "the enemy." Because of how labor, consumption, and everyday practices are organized, we all inevitably contribute to the maintenance of that enemy's well-being. Seen in this light, parody is not only a form of social criticism but also a self-reflective practice.

This paper concerns the relation between critical reflective practice and social workers' lived experience of the complicated and contradictory world of practice. I will outline how critical reflection based on discourse analysis may generate useful perspectives for practitioners who struggle to make sense of the gap between critical aspirations and practice realities, and who often mediate that gap as a sense of personal failure. I will describe two examples of discourse-based case studies, and show how the conceptual space that is opened by such reflection can help social workers gain a necessary distance from the complexity of their ambivalently constructed place. Discourse analysis can provide new vantage points from which to reconstruct practice theory in ways that are more consciously oriented to our social justice commitments. I understand these vantage points in the case studies I will describe as: 1) an historical consciousness, 2) access to understanding what is left out of discourses in use, 3) understanding of how actors are positioned in discourse, all leading to: 4) a new set of questions which expose the gap between the construction of practice possibilities and social justice values, thus allowing for a new understanding of the limitations, constraints and possibilities within the context of the practice problem.

Cover -- Half Title -- Title Page -- Copyright Page -- Contents -- Preface -- Acknowledgments -- PART 1 Using Situated Discourse Analysis to Understand Everyday Communicative Interactions -- 1 Exploring Everyday Communicative Interactions -- The Case of Cindy Magic: A Make-Believe Game -- Sociocultural Activities -- Patterns of Participation in Sociomaterial Spaces -- Communicative Resources in Use -- Note on Methods: Selecting, Collecting, and Transcribing Interactional Data -- Summary: Situated Discourse Analysis Tools -- Reflective Observations -- Suggested Readings

PurposeThe purpose of this paper is to explore the intersection of accounting practices and new technologies in the age of agility as a form of intellectual capital, through sharing the conceptualization and real implications of accounting and accountability ideas in exploring and deploying new technologies, such as big data analytics, blockchain and augmented accounting practices and expounding how they constitute new forms of intellectual capital to support value creation and realise Sustainable Development Goals (SDGs).Design/methodology/approachThe adopted methodology is cyber-ethnography, which investigates online practices through observation and discourse analysis, reflecting on new business models and practices, and how accounting relates to these developments. The global brain sets the conceptual context, which reflects the distributed network intelligence that is created through the internet.FindingsThe main findings focus on various developments of accounting practice that reflect, utilise or support digital companies and new technologies, including augmentation, big data analytics and blockchain technology, as new forms of intellectual capital, that is knowledge and skills within organisations, that have the potential to support value creation and realise SDGs. These relate to and originate from the global brain, which constitutes the umbrella of tech-related intellectual capital.Originality/valueThis paper determines new developments in accounting practices in relation to new technologies, due to the continuous expansion and influence of the intelligence of the collective network, the global brain, as forms of intellectual capital, contributing to value creation, sustainable development and the realisation of SDGs.

The study examined the relationship between language use and perception of group processes. In an experiment, participants discussed their views about climate change in a group chat. Afterward, participants ( n = 239) filled out their perception of themselves and group processes. Participants who perceived more similarity among group members used less complex language (cognitive processes language) and more assenting language. As participants felt more knowledgeable and credible about the topic, their use of "we" pronouns and word count increased and use of "I" pronouns decreased. Replicating past research, participants with more extreme opinions used more "you" pronouns, and participants who reported engaging in more perspective-taking used more complex language and "we" pronouns. Results are integrated within an input–process–output model of group processes and suggest that language is reflective of individual inputs and perception of group processes.

AbstractDespite an extensive history in developing, delivering and leading child protection (CP) services, social workers are not an explicit part of the health-based response to CP in the UK. In this setting, a biomedical discourse dominates, with doctors and nurses fulfilling the roles of named and designated safeguarding professionals. Supervision for these health professionals, while considered necessary, has a multi-layered system of governance with no clear policies to guide its content and purpose. This article will argue that the inclusion of social work expertise in health-based CP services, through an interprofessional approach to supervision, can offer clarity to the operationalisation of supervision and support integrated service development. A model for supervision, with experienced social workers engaged to supervise named safeguarding professionals, is outlined and informed by a psychodynamic perspective. With both CP and supervision an inherent part of the social work tradition, social workers are well placed to use specialist knowledge and insight within the health setting, through supervision, to strengthen reflective practice in this complex area of service delivery.

The enquiry 'Súnesis' investigates aesthetic awareness in traditional music practices in Ireland and seeks to evolve an aesthetic discourse with the practices at hand.Súnesis undertakes a critical examination of a suite of performances from contemporary and traditional folk music practices in Ireland. Engaging an interpretative model evolved by Paul Ricoeur, the author designs a dimensional pathway to articulate the modes of consciousness and aesthetic awareness at work in the creative act. It is proposed that a rethinking of traditional folk music is required, beyond the disciplinary, geographical or political boundaries more typically conceived in music studies. With an alternate process of evolving aesthetic consciousness in practice, the challenge proposed is to change the view. It is to engage an active dimensional view, a process of how, through a consideration of discourse and practice, a reflective act upon the reach and realisation of artistic representation may come into play. A lexicon of Súnesis (σύνεσις) implicates the act of uniting and a union. My characterisation of Súnesis is to engage wisdom, a lively and interconnecting intelligence that activates a dimensional pathway howsoever complex or simple, from the modes of knowledge production to forming creative practice. Rather than articulating a definitional profile, to demonstrate consciousness in its understanding of intermediacy and interplay, a mutuality comes into play to form sentient ideas; that through a constellation of thought-lines, an understanding of multiple states become reconciled. In this sense, I would suggest that forming an Aesthetic sensibility is an integrative intellectual and sensory cognition; it is the consciousness of combining and connecting elemental parts to a momentary whole. Súnesis therefore suggests a cognitive mode of working, to draw an interconnecting dimensional pathway, that seeks a unified mode of thinking from a theory of the large to a theory of the small, to facilitate an integrative understanding of metaphysics with the tangible formations of the physical sciences; the act of interpretation and the act of physical representation. In this way, Súnesis implicates how art becomes, a dimensional manifestation, a medium to discoveries of consequence not solely for a music or art theory but to evolutionary theory and our potential understandings with the forces of nature.

"This is the definitive introduction to coaching and mentoring, written by an experienced and multidisciplinary team. Taking you all the way through from the emerging theory to informed practice, the book covers: Skills, purposes and outcomes of coaching and mentoring processes, the many settings in which they take place--public, private and voluntary, coaching and mentoring's evidence base and how it is assessed, [and] the professionalization of coaching and mentoring and a move towards integration. Supported by a wide range of case studies, activities, further questions and topics for discussion, this book is a comprehensive but accessible introduction. The authors take a critical approach and go beyond the basics, to support your development as a critically reflective practitioner"--Publisher's website

This article refers to a part of a collaborative action research project in three elementary science classrooms. The project aims at the transformation of the nature and type of teachers' discursive practices into more collaborative inquiries. The basic strategy is to give the teachers the opportunity to analyze their discourse using a three-dimensional context of analysis. The teachers analyzed their discursive repertoires when teaching science. They studied the companion meaning, i.e., the different layers of explicit and tacit messages they communicate about Nature of Science (NoS), Nature of Teaching (NoT), and Nature of Language (NoL). The question investigated is the following: Could an action research program, which involves teachers in the analysis of their own discursive practices, lead to the transformation of discourse modes that take place in the science classrooms to better communicate aspects of NoS, NoT and NoL in a collaborative, inquiry-based context? Results indicate that the teachers' involvement in their discourse analysis led to a transformation in the discursive repertoires in their science classrooms. Gradually, the teachers' companion meanings that were created, implicitly/explicitly, from the dialogues taking place during science lessons were more appropriate for the establishment of a productive collaborative inquiry learning context. We argue that discourse analysis could be used for research purposes, as a training medium or as a reflective tool on how teachers communicate science.

Critical discourse analysis (CDA) is a form of reflective inspection of how discourses shape and influence us. It has been applied widely especially in political discourses which analyzes the potential characteristics of language and the social and cultural background generated in the text, committed to exposing the complex relationship between language, power and ideology with the aid of critical thinking. Generally, the theoretical framework of CDA is based on Halliday's systemic functional linguistics. Halliday believes that language has three metafunctions, namely ideational function, interpersonal function and textual function. These three achievements meet the needs of language users in three aspects including the description of the experience of objective world, the construction of social relations and the organization of discourse. As an important theory in systemic functional grammar, transitive system embodies the ideational function of language, which expresses people's real world experiences and the inner world in several processes. In addition, this kind of theory is based on the semantic configuration of Actor+Process. Therefore, this paper will make a critical discourse analysis of Donald Trump's inauguration speech in 2017 from the aspect of linguistic transitive system. The purpose of this paper is to analyze the language skills used by Mr.Trump and the discourse generating patterns of his presidential image, so that we can explore the ideology reflected behind the language and dig into the process of building the image of the president of the United States in Donald Trump's inauguration speech.