Just Who Do We Think We Are?

Claudia Mitchell is Professor and Chair in the School of Education at KwaZulu-Natal University. Sandra Weber is Professor of Education and a Fellow at the Simone de Beauvoir Institute at Concordia University. Kathleen O'Reilly-Scanlon is a faculty member of the University of Regina in western Canada.

As method takes center stage in educational and social scientific research, and self-study becomes a key tool for research, training and practice, and professional development in education, "Just Who Do We Think Are? provides an invaluable resource for anyone undertaking this form of practitioner research. Drawing on diverse and specific examples of self-study, described here by the practitioners themselves, the 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, life histories, collaborative autobiography, auto-ethnography, phenomenology, and 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.

1. Just who do we think we are and how do we know this? Re-visioning pedagogical spaces for studying self in teaching, Claudia Mitchell and Sandra Weber Part 1: Self study through memory and the body 2. Clothing and body in self-study: The pedagogy of shoes, Sandra Weber 3. Heavy fuel: Memoir, biography and narrative, Victoria Perselli 4. Drawing as a research tool for self-study: An embodied method of exploring memories of childhood bullying, Catherine Derry Part 2: Self-study through literary and artistic inquiry 5. The monochrome frame: mural-making as a methodology for understanding 'self', Max Biddulph 6. Using pictures at an exhibition to explore my teaching practices, Mary Lynn Hamilton 7. Self study through an exploration of artful and artless experiences, Linda Szabad-Smyth 8. Apples of change: Arts-based methodology as a poetic and visual sixth sense, C.T. Patrick Diamond and Christine van Halen-Faber 9. Inquiry through poetry: The genesis of my self-study, Lynn Butler-Kisber 10. Truth in fiction: Seeing our rural selves, Tony Kelly Part 3: Reflection, life history and self-study 11. 'It was good to find out why': Teaching Drama planning through a self-study lens, Linda Lang 12. Speak for yourselves: Capturing the complexity of critical reflection, Vicki Kubler LaBoskey 13. Just where do I think I'm going?: Working with marginalized and disaffected youth and self-study, Katherine Childs 14. Pathlamp: A self-study guide for teacher research, Carol A. Mullen and William A. Kealy 15. Teaching about teaching: The role of self-study, Amanda Berry and John Loughran Part 4: (Re) positioning the self in and through self-study 16. The Sand Diaries: Visions, vulnerability and self-study, Anastasia Kamanos Gamelin 17. A queer path across the straight furrows of my field: A series of reflections, Mary Phillips Manke 18. Self-study through narrative interpretation: Probing lived experiences of educational privilege, Kathleen