Ways of Being in Teaching

Conversations and Reflections

Edited by Sean Wiebe

As teachers, we share experiences with one another. It is a way to make sense of our teaching lives and teaching selves. Ways of Being in Teaching is that kind of sharing; it is a scholarly conversation that will appeal to teachers who are tired of the tips and tricks, and want to talk more deeply about how to flourish in this profession.

Most of us know ways to strengthen and sustain self, soul, heart, identity, and how these key touchstones also strengthen teaching. This book recognizes that who we are, where we are, and why, is as much a social process as a personal one. Attending to life purpose is a way of attending to teaching. Chapters in this text are insightfully forthright, challenging us to undertake the rigourous work of discovering who we are as human beings and how this impacts who we are with our students. Canadian curriculum scholar Cynthia Chambers asks us to listen for what keeps us awake at night, and with Ways of Being in Teaching we bring what we have heard into the daylight, into the conversation.

“This collection of reflections and conversations does more than provide provocative reading for the reflective teacher. It invites practitioners to find their own place at the table of sharing and to welcome the stories that will certainly come as a result of engaging with this community of life writers.” – Carmen Schlamb, Professor, Seneca College

What Is Good for the Poem Is Good for the Poet

An Experiment in Poetic-Psychoanalytic Therapy

Sean Wiebe

Sean Wiebe and Claire Caseley Smith

Pauline Sameshima, Sean Wiebe and Michael T. Hayes


The arrival of post-qualitative arts methodologies is unsurprisingly a critique of the metanarratives that have reduced the complexity of methodology to the instrumentalism of the methodical. Locating their work in the theoretically innovative post-qualitative, the authors affirm imagination as method. They detail how in the creative moment(s) of making there is not only a positive entanglement of the researchers’ relational constructions of knowing, knowledge, the self, and the world; but also a recognition of moral obligation. Because the content of what is imagined is both within and beyond shared perceptions, imagination as method can be detailed and precise; it can be coherent, informative, convincing, even compelling action, but it is always imaginative – and this is its promise for post-qualitative research. The authors suggest that a politics of the imagination turns away from the source of contention to generate new networks and systems of social relationships: it is not a resistance but a making. As a political imagination, research is the generative poiesis that emerges through and within specific acts of creation and generation. An example of a collaborative poetry writing practice is used to demonstrate imagination as method and to fractal the notions of value-creation, meaning-making, and imaginative play within the Canadian arts education research context.

Sean Wiebe, Ellyn Lyle, Peter R. Wright, Kimberly Dark, Mitchell McLarnon and Liz Day