Criticality: Its reflective utility within a Technical and Further Education workplace context

This paper traces reflective practices through the lens of criticality as a commonality of mindset and action in relation to a teacher’s experience within a Technical and Further Education (TAFE) institute in Brisbane, Australia. This experience spans a period of 13 years, in which the efficacy of this teacher’s praxis was put to the test and personally questioned. The paper highlights the recurrence of the theme “critical” within this teacher’s professional career, along with personally significant ideological beliefs and values. The significance of this journey is that it highlights for others how one’s philosophy of action can keep one afloat in what some would suggest is an oppressive work environment. It also articulates the utility of criticality in one teacher’s struggle within a vocational education and training workplace. This article has been peer-reviewed and accepted for publication in LEID, an international journal of scholarship and research that supports emerging scholars and the development of evidence-based practice in education. © Copyright of articles is retained by authors. As an open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings. ISSN 1832-2050