Just Who Do We Think We Are?: Methodologies for Autobiography and Self-Study in Education
by Claudia Mitchell
Drawing upon diverse and specific examples of self-study, described here by the practitioners themselves, this unique book formulates a methodological framework for self-study in education.
This collection brings together a diverse and international range of self-studies carried out in teacher education, each of which has a different perspective to offer on
… See more details belowOverview
Drawing upon diverse and specific examples of self-study, described here by the practitioners themselves, this unique book formulates a methodological framework for self-study in education.
This collection brings together a diverse and international range of self-studies carried out in teacher education, each of which has a different perspective to offer on issues of method and methodology, including:
* memory work
•fictional practice
•collaborative autobiography
•auto-ethnography
•phenomenology
•image-based approaches.
Such ethical issues likely to arise from self-study as informed consent, self-disclosure and crises of representation are also explored with depth and clarity.
As method takes centre stage in educational and social scientific research, and self-study becomes a key tool for research, training, practice and professional development in education, Just Who Do We Think We Are? provides an invaluable resource for anyone undertaking this form of practitioner research.
Product Details
- ISBN-13:
- 9780415298728
- Publisher:
- Taylor & Francis
- Publication date:
- 01/21/2005
- Pages:
- 264
- Product dimensions:
- 6.00(w) x 9.00(h) x 0.75(d)
Table of Contents
| 1 | Just who do we think we are... and how do we know this? : re-visioning pedagogical spaces for studying our teaching selves | 1 |
| 2 | The pedagogy of shoes : clothing and the body in self-study | 13 |
| 3 | Heavy fuel : memoire, autobiography and narrative | 22 |
| 4 | Drawings as a research tool for self-study : an embodied method of exploring memories of childhood bullying | 34 |
| 5 | The monochrome frame : mural-making as a methodology for understanding 'self' | 49 |
| 6 | Using pictures at an exhibition to explore my teaching practices | 58 |
| 7 | Self-study through an exploration of artful and artless experiences | 69 |
| 8 | Apples of change : arts-based methodology as a poetic and visual sixth sense | 81 |
| 9 | Inquiry through poetry : the genesis of self-study | 95 |
| 10 | Truth in fiction : seeing our rural selves | 111 |
| 11 | 'It was good to find out why' : teaching drama planning through a self-study lens | 123 |
| 12 | Speak for yourselves : capturing the complexity of critical reflection | 131 |
| 13 | Just where do I think I'm going? : working with marginalized and disaffected youths and their self-study | 142 |
| 14 | Pathlamp : a self-study guide for teacher research | 154 |
| 15 | Teaching about teaching : the role of self-study | 168 |
| 16 | The sand diaries : visions, vulnerability and self-study | 183 |
| 17 | A queer path across the straight furrows of my field : a series of reflections | 193 |
| 18 | Self-study through narrative interpretation : probing lived experiences of educational privilege | 206 |
| 19 | 'White female teacher arrives in native community with trunk and cat' : using self-study to investigate tales of traveling white teachers | 218 |
| 20 | Starting with the self : reflexivity in studying women teachers' lives in development | 231 |
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