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In: Fostering a Relational Pedagogy
In: Fostering a Relational Pedagogy
Self-Study as Transformative Praxis
Volume 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.
Volume Editor: Ellyn Lyle
At the Intersection of Selves and Subject: Exploring the Curricular Landscape of Identity aims to raise awareness of the inextricability of our teaching and learning selves and the subjects with whom and which we engage. By exploring identity at this intersection, we invite scholars and practitioners to reconceptualize relationships with students, curriculum, and their varied contexts. Our hope is to encourage authenticity, consciousness, and criticality that will foster more liberating ways of teaching and learning.
This collection will be useful for pre- and in-service teachers, teacher educators, and educational researchers. It is a valuable resource for teacher education courses such as Curriculum Studies, Reflexive Practice, Philosophy of Education, Sociology of Education, Teaching Methods, Current Issues in Education, Collaborative Inquiry, and Narrative Inquiry.
Contemplating Place and the Construction of Self
Editor: Ellyn Lyle
Beginning from the notion that self is constructed, contributors in Identity Landscapes: Contemplating Place and the Construction of Self are particularly interested in how relationships with place inform identity development. Locating identity inquiry in methodologies that encourage an explicit examination of self (e.g. autoethnography, self-study, autobiographical inquiry, a/r/tography, and reflexive inquiry), authors situate themselves epistemologically and geographically as they explore where place and identity converge. Through critical, qualitative, creative, and arts-integrated approaches, this collection aims to advance thought regarding the myriad ways that place informs identity development.
In: The Negotiated Self
In: The Negotiated Self
In: Ways of Being in Teaching
In: Ways of Being in Teaching
In: The Negotiated Self