In preparation for this blog I am unable to find any critical sources for Brookfield’s model and shall rely on Brookfield’s own self-critique and my own observations.
Brookfield appears to recognise in part how his four-lens model for critical reflection may be seen as slightly simplistic and perhaps misleading. To this end, he has perhaps felt the need to identify apparent risks: Firstly being publicised as an imposter due in part to the fact that, among teachers, “there is a general lack of confidence, a pervasive feeling of vulnerability, a fear of being ‘found out’” (Lieberman & Miller). Secondly, a risk of being placed on the periphery and seen as a “troublemaker”. Thirdly, having to undergo the downfall of any sense of conviction and lastly, a feeling of “being left in limbo” (Brookfield, 1995).
These are quite fear-provoking risks for any teacher and perhaps a little too alarmist. In addition, it could be argued Brookfield’s model is as much a tool for protecting practitioners from their own negativity and depression – which Brookfield all but suggests teaching brings about – as it is for improving teaching practices. Just as Schön’s model is critiqued for not looking to the future, perhaps Brookfield’s four lens model is equally at risk of this. For example, the autobiographical lens is very experiential with teachers reflecting back on some aspect of their own teaching or learning. Some may argue reflection through the lens of students’ ‘eyes’ can only ever be positioned in the past. I would suggest however, the experience has to have occurred in order to share or articulate it. There is also a question about being able to see through the lens of the students’ eyes, that it is perhaps to some extent our own interpretation, and we really stand outside our immediate self?
Brookfield’s four lens model lacks the explicit link of reflection for future action which Wilson commented upon about Schön’s Model (2008, p. 177). Neither model appears to take into account the situatedness of the practitioner nor how this may influence what or how the practitioner reflects. Brookfield appears to see all teaching and learning taking place in the classroom and does not consider the more informal settings for teaching and learning.
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