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  1. the capacity possessed by an account or theory when it refers to itself, e.g. the sociology of knowledge, the sociology of sociology
  2. (particularly in ETHNOMETHODOLOGY and SYMBOLIC INTERACTIONISM) the idea that our everyday practical accounts are not only reflexive and self-referring but also socially constitutive of the situations to which they refer. On this view, reflexivity is a capacity possessed by social actors which is decisive in distinguishing human actors from animals.
It is a feature of reflexive social accounts and theories of all types that these accounts may also act to reproduce or to transform those social situations to which they refer.



the property of a binary (two-place, two-term) relation that expresses the fact that the relation holds pairs of objects with identical components—that is, that the relation holds between an object and its “mirror image.” In other words, a relation R is said to be reflexive if for any object x from its domain of definition, xRx is satisfied.

The most important typical examples of reflexive relations are relations of the equality type—such as identity, equivalence, and similarity—(because any object is equal to itself) and the relations ≥ and ≤ of nonstrict order (because no object is less or greater than itself). [22–152–3; updated]

References in periodicals archive ?
Reflexivity becomes an important tool for reflecting upon the appropriateness of one's methodological choices, especially because of the general orientation present in most qualitative studies, which proposes that researchers must immerse themselves into the reality under study.
I propose that there are two ways in which team task reflexivity can bridge MLMX and team voice.
Disclosure was important for engaging in the hermeneutic and phenomenological practice of reflexivity and bracketing.
2010) Routine, Reflexivity and Realism, Sociological Theory, 28(3): 272-303.
In this paper, I consider one aspect of the unconscious dimensions of fieldwork--the researcher's unconscious--and situate this project within the broader projects of reflexivity and positionality in qualitative research, where researchers attend to the role they play in affecting, and even constituting, their objects of study.
The practice of reflexivity is important because it helps researchers raise their awareness of these issues (Bishop & Shepherd, 2011).
A long tradition of student affairs scholarship has advocated the importance of reflexivity in student affairs practice (Baxter Magolda & Magolda, 2011; Bensimon, 2007).
When doing research in education in and around the university, reflexivity becomes a fundamental issue that needs to be considered.
In fact, authors interested in reflexivity have often opposed various ideal-types of this concept, each emphasizing a specific function of the activity.
Moreover, the findings of DaSilveira (2007) and DeSouza and Gomes (2005) pointed out a list of indicators of dialogic reflexivity in the level of syntactic structure, listing as main sentences the types 'question', 'question-answer', 'assertion-denial', 'exclamation'.
Reflexivity requires researchers to develop an ongoing and critical awareness of the social inputs shaping the production of knowledge in their work (Koch & Harrington, 1998).
Understanding how the ABC Pool community manager operates highlights the connection of that role to the ethnographer, and thus highlights the second ethnographic methodological problem within this article: how does the researcher address reflexivity while participating in the research field?