Fostering a Relational Pedagogy

Self-Study as Transformative Praxis

Editor: Ellyn Lyle
It has long been established that teaching and learning are autobiographical endeavours, so it follows that self-study is central to sound practice. As a framework, self-study allows researchers to use their experiences to examine self-in-practice with the aim of both personal and professional growth. By its very design, it makes transparent personal processes of inquiry by offering them up for public critique. This type of public inquiry of the personal happens in at least two ways: first, through the inclusion of trusted others who can provide different perspectives on our closely held discourses; and, second, through making our research publicly available so that others might learn from our inquiries. Self-study, then, requires openness to vulnerability as we continuously re/negotiate who we are as teachers. Approaching inquiry from this perspective has at its core deepened self-knowledge coupled with intent to transform praxis. This transformation is sought through integrated ways of being and teaching that support embodied wholeness of teachers and learners. Through critical, qualitative, creative, and arts-integrated approaches, this collection seeks to advance teacher self-study and, through it, transformative praxis.

Contributors are: Willow S. Allen, Charity Becker, Yue Bian, Abby Boehm-Turner, Diane Burt, Vy Dao, Lee C. Fisher, Teresa Anne Fowler, Deborah Graham, Cher Hill, Chinwe H. Ikpeze, David Jardine, Elizabeth Kenyon, Jodi Latremouille, Carl Leggo, Ellyn Lyle, Sepideh Mahani, Jennifer Markides, Sherry Martens, Kate McCabe, Laura Piersol, Kathleen Pithouse-Morgan, Amanda C. Shopa, Timothy Sibbald, Sara K. Sterner, and Aaron Zimmerman.
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Biographical Note

Ellyn Lyle, PhD (2011), Memorial University, is Dean in the Faculty of Education at Yorkville University. She has published several peer reviewed articles and books in the areas of reflexive inquiry, narrative inquiry, teacher identity, and lived and living curriculum. This is her seventh book, five of which are published with Brill |Sense.

Review Quotes

“Why study yourself? Readers interested in personal and social meaning-making will be inspired by Lyle’s edited collection of essays and stories that invite a fuller understanding of self. Like the steady, quiet wisdom that breaks through the din, each chapter makes the self-inquiry processes accessible and transparent, and students will appreciate how authors have approached the curriculum of their lives as an opportunity for growth. Here is an opportunity to study ‘alone-together,’ to come into contact with vulnerable others who will help you to render self in new ways. In these times of disequilibrium, self-study has a pedagogical heart. For those who approach their scholarship as more of a passion than an activity, for those who recognize the self is contested, multiple, mixed, contradictory, and often obscured, in the pages of this text is an adventure of understanding.” – Sean Wiebe, Ph.D., Associate Professor (UPEI), Curriculum Scholar, and Poet

Table of contents

Foreword: Searching Ruminations
Carl Leggo
List of Figures
Notes on Contributors

1 Engaging Self-Study to Untangle Issues of Identity
Ellyn Lyle
2 “We Arrive, as It Were, Too Late”
David W. Jardine
3 My Students’ Stories Became a Gift: A Tale of Poetic Professional Learning
Kathleen Pithouse-Morgan
4 Being Indigenous in the Indigenous Education Classroom: A Critical Self-Study of Teaching in an Impossible and Imperative Assignment
Jennifer Markides
5 Leveraging Arts Integration to Transform Mathematics Praxis
Timothy M. Sibbald
6 The Transformative Becomings of a Nature-Based Educator
Cher Hill and Laura Piersol
7 Negotiating Fear and Whiteness
Elizabeth Kenyon
8 A Self-Study of Culturally Relevant Pedagogy in a Higher Education Institution in the United Arab Emirates
Sepideh Mahani
9 Seeing Ourselves on the Walls: Teacher Identity and Visual Displays in Schools
Sherry Martens
10 Negotiating Identity in a Relational Pedagogy: A Cross-Cultural Perspective
Chinwe H. Ikpeze
11 Opening into Aletheia
Kate McCabe
12 Navigating a Narrative Path: A Self-Study on Using Stories to Deepen Learning in Pre-Service Teaching
Deborah Graham
13 International Novice Teacher Educators Navigating Transitional Sel(f)ves in Multicultural Education Teaching
Vy Dao and Yue Bian
14 Finding Layers in Our Stories: Using Collective Memory Work as Transformative Praxis
Sara K. Sterner, Amanda C. Shopa, Lee C. Fisher and Abby Boehm-Turner
15 Eavesdropping on a Conversation: Thinking through Critical Self-Reflexivity, Whiteness, and Gender
Teresa Anne Fowler and Willow S. Allen
16 Illuminating Teacher Educators’ Self-Understanding through the Study of Relationships in the Teacher Education Classroom
Aaron Zimmerman
17 Always Becoming: Life as Self-Study
Charity Becker
18 Looking In – Leading Out
Diane Burt
19 Writing from the Heart-Mind: Cultivating Not-Knowing towards an “Earthly Pedagogy”
Jodi Latremouille

Readership

Professors of education will find this a valuable resource for teacher education courses in Qualitative Methods, (Auto)ethnography, Curriculum, Reflexive Inquiry, and Current Issues in Education.

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