Huntsley, Jennifer ORCID: https://orcid.org/0000-0001-5613-5703 and Brentnall, Catherine (2024) Generative critical conversation: a method for developing reflexivity and criticality. In: Fayolle, Alain, LePontois, Sandrine and Pelly, R. D. M., (eds.) Big Questions and Great Answers in Entrepreneurship Research. Edward Elgar Publishing, pp. 308-340

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Abstract

In this chapter we introduce a novel method – Generative Critical Conversation (GCC) – which we propose can develop educator and researcher reflexivity and enhance criticality in enterprise and entrepreneurship education (EEE). We ground this method in literature from the field of educational research and reflexivity scholarship. We hybridize three methodological elements - the self-study strategy of reflecting on recorded material; exploring lived experiences through co-generative dialogue, and a focus on critical questioning - to facilitate the development of educator-researcher reflexivity. We use illustrations, from our own conversations, to show how GCC opens up space over time to access and move between levels of reflexive interpretation. We suggest enabling conditions which support GCC and its potential as a method for developing educator-researcher reflexivity across EEE, initial teacher education, and other fields of research.

Item Type:	Book Section
Additional Information:	This is a draft chapter/article. The final version is available in Big Questions and Great Answers in Entrepreneurship Research edited by Alain Fayolle, Sandrine Le Pontois, & R.D.M. Pelly, published in 2024, Edward Elgar Publishing Ltd http://dx.doi.org/10.4337/9781800888661.00023
Status:	Published
DOI:	10.4337/9781800888661.00023
Subjects:	L Education > L Education (General) L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB1025-1050.75 Teaching (Principles and practice) L Education > LB Theory and practice of education > LB1501 Primary Education L Education > LB Theory and practice of education > LB1705-2286 Education and training of teachers
School/Department:	School of Education, Language and Psychology
URI:	https://ray.yorksj.ac.uk/id/eprint/15404

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