“Critically reflective teaching happens when we identify and scrutinize the assumptions that undergird how we work” (xii). Brookfield recommends a reflection process utilizing three “mirrors”: ourselves, our students, our colleagues, and theoretical readings. The book is based on several explicit assumptions:

1)that university students are “adult learners” whose experiences are to valued and analyzed as part of the educational process;

2)that teaching is fundamentally a political and ideological activity;

3)that teaching and learning are about empowering teachers and learners.

While the book will probably feel most valuable for those who share Brookfield's political viewpoint, it contains excellent suggestions for engaging both teachers and students in reflection, including the “Critical Incident Questionnaire” and the “Good Practices Audit.” Sections on theory sometimes descend to name-dropping.