Social work theory · Volume G: Knowledge, Ethics & Professional Practice

Critical reflection

Critical reflection is a process of examining the deeply held assumptions that underlie practice, with particular attention to how those assumptions connect to power and social structures.

1. What it is

Critical reflection is a process of examining the deeply held assumptions that underlie practice, with particular attention to how those assumptions connect to power and social structures. It extends reflective practice (G4) by asking how a worker’s thinking and actions are shaped by, and help to reproduce, wider social arrangements. Fook and Gardner (2007) describe its purpose as unearthing hidden assumptions so that practitioners can change their practice in ways that are more socially just. Like reflective practice, critical reflection is a professional framework and does not offer a theory of human behaviour. It is closely linked to critical social work and anti-oppressive practice (Fook, 2016).

The Fook and Gardner model. Jan Fook and Fiona Gardner developed a structured model of critical reflection used widely in Australian social work education and professional development. It has two stages (Fook & Gardner, 2007). In the first, a practitioner presents a concrete incident from practice that was significant to them. A small group helps them unearth the assumptions embedded in their account, using questions that are supportive and non-judgemental. In the second stage, the practitioner reconsiders the incident in light of the assumptions identified and works out how their practice might change. The process often helps practitioners who feel stuck or powerless to recognise new options for action within their own sphere of influence. The model draws on four theoretical sources: reflective practice, reflexivity, postmodernism and critical social theory (Fook & Gardner, 2007).

Assumptions. Assumptions are the beliefs people take for granted about how the world works and what is right. Brookfield (1995) distinguishes paradigmatic assumptions (basic structuring beliefs that are hardest to see), prescriptive assumptions (beliefs about what ought to happen) and causal assumptions (beliefs about how things work). Critical reflection seeks especially to surface assumptions about power and identity, such as who is seen as competent or who is held responsible for a problem.

Power. Critical reflection draws on critical social theory and on Foucault’s account of power (see Social constructionism and discourse and D5). It recognises that power operates through structures and also through everyday language and professional practices. Practitioners may feel powerless within organisations while still holding considerable power over service users (Fook, 2016). Critical reflection asks workers to examine both experiences and to consider how power can be used constructively as well as oppressively.

Positionality. Positionality refers to the social location from which a person sees and acts, including gender, class, culture, race, age, ability and professional role. A worker’s position shapes what they notice, what they assume and how others respond to them. In Australia, recognising one’s position in relation to colonisation is especially important for non-Indigenous workers.

Reflexivity. Reflexivity is the capacity to recognise how one’s own presence, assumptions and ways of knowing influence a situation and the knowledge produced about it. D’Cruz et al. (2007) identified three meanings of reflexivity in social work literature: a client’s capacity to process information and make decisions; a worker’s self-awareness of their influence; and a critical stance towards how knowledge is created. Fook and Gardner (2007) treat reflexivity as one foundation of critical reflection.

Stephen Brookfield. Brookfield (1995), writing on adult education, argued that critical reflection becomes critical when it focuses on power and hegemony. Hegemony refers to dominant ideas that people accept as common sense even when those ideas work against their interests. He proposed four lenses for checking assumptions: autobiography, the perspectives of learners (or service users), colleagues’ perceptions and theory or research. Brookfield (2009) later discussed critical reflection in social work specifically.

2. Historical development

Critical reflection grew from two traditions. One was reflective practice and adult learning, especially the work of Dewey, Schön and Mezirow (1991), who argued that adults learn by critically examining the assumptions that frame their experience. The other was critical theory and critical pedagogy, especially Freire’s (1970) idea of conscientisation, in which people come to understand the social causes of their situation. Critical reflection became distinct by combining reflective method with explicit analysis of power.

Australian social work has been central to its development. Fook’s work on critical and postmodern social work, and her later collaboration with Gardner, produced one of the most widely used models internationally. Critical reflection is now a common component of social work curricula, supervision and organisational learning (Fook et al., 2006).

3. Practical guidance

Critical reflection is most useful when it is regular, structured and connected to change.

• Choose a specific incident. Start from a concrete practice event that troubled or surprised you. General reflection tends to stay at the level of abstract principle (Fook & Gardner, 2007).
• Ask assumption-hunting questions. Useful questions include: What did I assume about this person? Where did that assumption come from? Whose interests does it serve?
• Examine power in both directions. Consider the power you hold over the service user and the organisational constraints that limit you (Fook, 2016).
• Locate yourself. Reflect on how your gender, culture, class and professional status shaped the encounter. Non-Indigenous workers should consider their position in relation to colonisation when working with Aboriginal and Torres Strait Islander people.
• Use multiple lenses. Check your interpretation against the service user’s perspective, colleagues’ views and research, following Brookfield’s (1995) four lenses.
• Work in a safe group. Critical reflection groups need clear agreements about confidentiality and respect, since surfacing assumptions can be uncomfortable.
• Close the loop with action. End each reflection by naming what you will do differently.

4. Critical evaluation

Strengths. Critical reflection connects individual practice with social justice and gives workers a practical method for examining power. It supports anti-oppressive and culturally responsive practice (G8) and helps workers manage the gap between their values and the constraints of their organisations. The Fook and Gardner model offers a clear, teachable structure grounded in social work.

Limitations. Critical reflection has been criticised for conceptual looseness, since terms such as reflection, reflexivity and critical reflection are used inconsistently (D’Cruz et al., 2007). It can become a private, confessional exercise with little effect on what workers do. Its outcomes are difficult to measure, and evidence that it improves service-user outcomes is limited. In assessment contexts, students may produce the reflection they believe is expected.

Overall importance. Critical reflection is a distinctive contribution of critical and Australian social work to professional practice. It translates critical theory into a usable method for everyday work. Combined with evidence-informed practice and ethical reasoning, it helps workers ensure that their judgements are self-aware, accountable and attentive to power.

5. References

• Brookfield, S. D. (1995). Becoming a critically reflective teacher. Jossey-Bass.
• Brookfield, S. (2009). The concept of critical reflection: Promises and contradictions. European Journal of Social Work, 12(3), 293–304.
• D’Cruz, H., Gillingham, P., & Melendez, S. (2007). Reflexivity, its meanings and relevance for social work: A critical review of the literature. British Journal of Social Work, 37(1), 73–90. https://doi.org/10.1093/bjsw/bcl001
• Fook, J. (2016). Social work: A critical approach to practice (3rd ed.). Sage.
• Fook, J., & Gardner, F. (2007). Practising critical reflection: A resource handbook. Open University Press.
• Fook, J., White, S., & Gardner, F. (2006). Critical reflection: A review of contemporary literature and understandings. In S. White, J. Fook, & F. Gardner (Eds.), Critical reflection in health and social care (pp. 3–20). Open University Press.
• Freire, P. (1970). Pedagogy of the oppressed (M. B. Ramos, Trans.). Herder and Herder.
• Gardner, F. (2014). Being critically reflective: Engaging in holistic practice. Palgrave Macmillan.
• Mezirow, J. (1991). Transformative dimensions of adult learning. Jossey-Bass.