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Teacher identity resides in the foundational beliefs and assumptions educators have about teaching and learning. These beliefs and assumptions develop both inside and outside of the classroom, blurring the lines between the professional and the personal. Examining the development of teacher identity at this intersection requires a unique reflexive capacity.
Reflexive inquiry is both established and continually emerging. At its most basic, reflexivity refers to researchers’ consciousness of their role in and effect on both the act of doing research and arriving at research findings. In making central the role of the researcher in the research process, reflexive inquiry interrogates agency while examining philosophical notions about the nature of knowledge.
While advancements have been made in investigating the relationship between teacher knowledge and teacher practice, the research often fails to connect this meaning with self-knowledge and issues of identity. Through a consideration of these tenets, the authors in this collection embrace critical, qualitative, creative, and arts-integrated approaches to examine ways that reflexive inquiry supports studies in teacher identity. Moving between theory and lived experience, the authors individually and collectively lay bare teacher identity as negotiated while evidencing the epistemological merits of reflexive inquiry.
Reflexive inquiry is both established and continually emerging. At its most basic, reflexivity refers to researchers’ consciousness of their role in and effect on both the act of doing research and arriving at research findings. In making central the role of the researcher in the research process, reflexive inquiry interrogates agency while examining philosophical notions about the nature of knowledge.
While advancements have been made in investigating the relationship between teacher knowledge and teacher practice, the research often fails to connect this meaning with self-knowledge and issues of identity. Through a consideration of these tenets, the authors in this collection embrace critical, qualitative, creative, and arts-integrated approaches to examine ways that reflexive inquiry supports studies in teacher identity. Moving between theory and lived experience, the authors individually and collectively lay bare teacher identity as negotiated while evidencing the epistemological merits of reflexive inquiry.
Price: $137.00
Pages: 236
Publisher: Brill
Imprint: Brill
Publication Date:
11 October 2018
ISBN: 9789004388895
Format: Hardcover
"In The Negotiated Self: Employing Reflexive Inquiry to Explore Teacher Identity each author sings with truth and commitment. This book is like a mob scene in a Muppets movie where the camera pans over many excited faces with mouths and eyes wide open as everybody celebrates the joy of being together, the delight of singing in a wild jam session! There is so much going on in this eclectic and electric book that you will always be shaken, stirred, and startled. This book is a bus filled with creative scholars who are thrilled to be in a network of lively, funny, wise activists. Some of the scholars have years of experience in education, and others are at the beginning of their research. These authors know they have negotiated their selves, and they know that their selves are continuing to negotiate them, just as we all negotiate together." – Carl Leggo, poet & professor, University of British Columbia, Vancouver, Canada
Ellyn Lyle, PhD (2011), Memorial University, is Dean in the Faculty of Education at Yorkville University. She has published several peer-reviewed articles and books in the areas of reflexive inquiry, narrative inquiry, teacher identity, and lived and living curriculum. This is her sixth book, four of which are published with Sense/Brill.