Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Faculty Publications Article Faculty Publications -Articles Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource Jain, Nikita; Panda, Minati Title A name given to the resource Reflexive Praxis in University Classrooms in India: A Case Study Date A point or period of time associated with an event in the lifecycle of the resource 01-01-2025 Source A related resource from which the described resource is derived International Journal of Pedagogy and Curriculum;Volume;32;Issue;2;pp.21-38 Identifier An unambiguous reference to the resource within a given context <a href="https://doi.org/10.18848/2327-7963/CGP/v32i02/21-38" target="_blank" rel="noreferrer noopener">https://doi.org/10.18848/2327-7963/CGP/v32i02/21-38</a> <br /><br /><a href="https://www.scopus.com/pages/publications/85217021633?origin=resultslist" target="_blank" rel="noreferrer noopener">https://www.scopus.com/pages/publications/85217021633?origin=resultslist</a> Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Jain N., Department of Psychology, Christ University, Karnataka, Bengaluru, India; Panda M., Zakir Husain Centre for Educational Studies, Jawaharlal Nehru University, Delhi, India Description An account of the resource This article presents the case study of a university teacher's journey focusing on struggles he faced in the personal and professional space during his teaching career that shaped his pedagogic practices. Bourdieu's structural parameters and Engstr's (1987) theory of expansive learning provided analytical concepts, including reflexivity, to study the pedagogical praxis of this teacher. The analysis of data collected using the biographical narrative interviewing method, classroom observation, and autobiographical writings of the teacher reveals that as he questions his social positioning, academic "field," and intellectual bias, he experiences conflicts and tensions that arise from several disruptions resulting in pain and frustrations at one level and at another level shaping his desire and the ability to engage critically and historically with the processes and outcomes of personal and pedagogic interrogations. He realizes that there is no "A" algorithm for developing reflexivity. It takes a lifetime for a teacher to build a reflexive praxis. 2025 Common Ground Research Networks. All rights reserved. Subject The topic of the resource Academic Field; Higher Education; Intellectual Bias; Reflexive Pedagogy; Social Position Publisher An entity responsible for making the resource available Common Ground Research Networks Relation A related resource ISSN: 23277963; Language A language of the resource English Type The nature or genre of the resource Article Rights Information about rights held in and over the resource Restricted Access; Hardcopy may be available in the library Format The file format, physical medium, or dimensions of the resource online