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Just Who Do We Think We Are? : Methodologies for Autobiography and Self-Study in Education - Claudia Mitchell

Just Who Do We Think We Are?

Methodologies for Autobiography and Self-Study in Education

By: Claudia Mitchell (Editor), Kathleen O'Reilly-Scanlon (Editor), Sandra Weber (Editor)

Paperback Published: 23rd December 2004
ISBN: 9780415298735
Number Of Pages: 264

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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.

List of figuresp. viii
List of contributorsp. ix
Acknowledgementsp. xvi
Just who do we think we are ... and how do we know this?: re-visioning pedagogical spaces for studying our teaching selvesp. 1
Self-study through memory and the bodyp. 11
The pedagogy of shoes: clothing and the body in self-studyp. 13
Heavy fuel: memoire, autobiography and narrativep. 22
Drawings as a research tool for self-study: an embodied method of exploring memories of childhood bullyingp. 34
Self-study through literary and artistic inquiryp. 47
The monochrome frame: mural-making as a methodology for understanding 'self'p. 49
Using pictures at an exhibition to explore my teaching practicesp. 58
Self-study through an exploration of artful and artless experiencesp. 69
Apples of change: arts-based methodology as a poetic and visual sixth sensep. 81
Inquiry through poetry: the genesis of self-studyp. 95
Truth in fiction: seeing our rural selvesp. 111
Reflection, life history and self-studyp. 121
'It was good to find out why': teaching drama planning through a self-study lensp. 123
Speak for yourselves: capturing the complexity of critical reflectionp. 131
Just where do I think I'm going?: working with marginalized and disaffected youths and their self-studyp. 142
Pathlamp: a self-study guide for teacher researchp. 154
Teaching about teaching: the role of self-studyp. 168
(Re)positioning the self in and through self-studyp. 181
The sand diaries: visions, vulnerability and self-studyp. 183
A queer path across the straight furrows of my field: a series of reflectionsp. 193
Self-study through narrative interpretation: probing lived experiences of educational privilegep. 206
'White female teacher arrives in native community with trunk and cat': using self-study to investigate tales of traveling White teachersp. 218
Starting with the self: reflexivity in studying women teachers' lives in developmentp. 231
Subject indexp. 242
Author indexp. 245
Table of Contents provided by Ingram. All Rights Reserved.

ISBN: 9780415298735
ISBN-10: 0415298733
Audience: Tertiary; University or College
Format: Paperback
Language: English
Number Of Pages: 264
Published: 23rd December 2004
Country of Publication: GB
Dimensions (cm): 24.13 x 16.51  x 1.52
Weight (kg): 0.41
Edition Number: 1