On systemic reflexivity, consciousness, and students’ voices

The chapter presents a framework for using dialogic pedagogy in higher and continuing education, aimed at fostering creative and critical learning in the participants/students. It focuses on assessing students’ reflexive capacity through learning-centered reflective essays, exploring differences between reflection and reflexivity. The author challenges potential elitism in the concept of reflexivity, emphasising the need for freedom and openness in students’ voices, and a quality of open listening on the part of the teacher./educator. Analysis of students’ assignments, using Gilligan’s Listening Guide methodology, aims to assess reflexivity while celebrating individual voices in the text.