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

Mitchell, Claudia (Edited by)/ O'Reilly-Scanlon, Kathleen (Edited by)/ Weber, Sandra (Edited by)

ISBN 10: 0415298725 / ISBN 13: 9780415298728

Published by Falmer Pr, 2005

About this Item

1st edition. 246 pages. 9.25x6.25x1.00 inches. In Stock. Seller Inventory # x-0415298725

Bibliographic Details

Title: Just Who Do We Think We Are?: Methodologies ...

Publisher: Falmer Pr

Publication Date: 2005

Binding: Hardcover

Condition: Brand New

About this title

Synopsis:

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.

Synopsis:

As 'method' takes centre 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 We Are? provides an invaluable resource for anyone undertaking this form of practitioner research. Drawing upon 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. Ruth Prescesky, Acadia University Will Penny, McGill University Faith Butler, College of the Bahamas Anna Rumin, Bishop's University Jo Visser, McGill University Kathleen O'Reilly Scanl