"Critical thinking is widely held to be a key attribute required for successfully living, learning and earning in modern societies. Universities now list critical thinking as a key graduate quality and use 'critical reflection' as a way of teaching students how to become reflective and ethical professionals. Yet, what 'critical reflection' actually involves remains vague in research, teaching practice, and assessment. This volume of cutting-edge research reveals the knowledge practices and language of critical reflection in a range of different kinds of subjects, making clear how it can be taught and learned. Studies draw on Legitimation Code Theory (LCT), a fast-growing framework for revealing the knowledge practices that enable educational success. The individual chapters focus on a diverse range of contexts across the disciplinary map, including education, science, arts, sociology and nursing. This volume also relates research and practice by presenting in-depth analyses of critical reflection and providing practical insights into how LCT can be used to design pedagogic interventions. The book offers a rich resource for both scholars and teachers who want to demystify critical reflection and prepare university students for the modern workplace"--