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.Found poetry made its debut in the qualitative research scene when Laurel Richardson transformed a sociological ... It is more evocative than the typical, linear kinds of research writing because of the embodied and melodic nature of the text.
|Title||:||Just Who Do We Think We Are?|
|Author||:||Claudia Mitchell, Kathleen O'Reilly-Scanlon, Sandra Weber|
|Publisher||:||Routledge - 2013-04-15|