De-domesticating reflection: the role of school leadership within a colonized lifeworld

Yara Hilal

Research output: Contribution to journalArticlepeer-review


Reflection is fundamental to teachers’ agency, professional learning,
and sustainable school improvement. This study investigates
schoolteachers’ conceptions of reflection and the factors they
report as affecting their engagement in it. The study deploys
Habermas’ (1984)theory of communicative action, specifically the
lifeworld colonization thesis and the contexts of relevance notion to
understand teachers’ conceptions of reflection. The paper analyzes
teachers’ reports within this framework and argues that teachers’
reflection is, at best, reduced to a technical endeavor, one aimed at
primarily and exclusively improving teachers’ restricted and narrowed
practices within pre-set standards. The study concludes with
a proposed framework highlighting the role of leadership in developing
conducive environments by drawing on the justified indoctrination
and contrived collegiality.
Original languageEnglish
JournalInternational Journal of Leadership in Education
Publication statusPublished - Nov 29 2021

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