ABSTRACT
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.
TABLE OF CONTENTS
chapter Chapter 1|9 pages
Just who do we think we are … and how do we know this?
part I|36 pages
Self-study through memory andt he body
chapter Chapter 4|13 pages
Drawings as a research tool for self-study
part 2|74 pages
Self-study through literary and artistic inquiry
chapter Chapter 5|9 pages
The monochrome frame
chapter Chapter 8|14 pages
Apples of change
part 3|60 pages
Reflection, life history and self-study
chapter Chapter 11|8 pages
‘It was good to find out why'
chapter Chapter 13|12 pages
Just where do I think I'm going?
part 4|61 pages
(Re)positioning the self in and through self-study