Description
This book provides a methodological framework for self-study in education. It is a collection of diverse and international examples of self-study, each of which has a different perspective to offer on issues of method and methodology. The book also explores ethical issues likely to arise from self-study.
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.
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