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.
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.
“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
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
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.