Intensifying reflexivity in organizational learning: a autoethnography of practices in an educational organization

Abstract This research seeks to improve the understanding of reflexivity in the organizational learning process. Its goal is to examine the intensive reflexivity that is driven by identity-based conflicts. We assume that the meta-reflexivity is a part of reflexivity including an investigation of how we establish – after a given reflexivity – learning experiences that were incorporated into the practice. The research is based on the socio-practice approach of learning and a autoethnography of practices in an educational organizational because in this type of organization reflexivity is manifested as key in teaching activity and reflexivity on learning methods, strategies and practices. The autoethnography focused on three meta-reflexive practices and relied on semi-directive interviews and organizational documents. The research results suggest that meta-reflexivity is sustained by involvement as movements (approximating and distancing) and by the exercise of three types of managerial action (instigation, caring and conciliation).