How might study of the self illuminate and inspire social action? This book presents a trans-disciplinary, trans-cultural discussion of the dynamic interplay between self-study and our social world. Building on work done in the education field, essays in the four themed sections of this edited volume provide diverse perspectives on the social relevance of self-study in relation to the self in memory, (re)positioning the self, creative (re)presentations of the self, and the development of self-knowledge. Scholars, educators, researchers, and students across the arts, humanities, and social sciences will find much in this volume to inform their engagement with self-study both as a social phenomenon and as a methodology for social inquiry and action.
The Editors: Kathleen Pithouse is a researcher for the Human Sciences Research Council of South Africa. Her Ph.D. research focused on self-study in teacher education in South Africa. Her recent publications include a co-authored article on self-study and social action for the Journal of Educational Action Research. Claudia Mitchell is a James McGill Professor in the Faculty of Education, McGill University. She is co-author and co-editor of a number of books, including several that deal specifically with self-study, such as: Just Who Do We Think We Are? Methodologies for Autobiography and Self-Study in Teaching. Relebohile Moletsane is Research Director for the Gender and Development Unit of the Human Sciences Research Council of South Africa. She is co-author of the book Methodologies for Mapping a Southern African Girlhood in the Age of Aids.
Contents: Kathleen Pithouse/Claudia Mitchell/Relebohile Moletsane: Introduction - Claudia Mitchell/Kathleen Pithouse/Relebohile Moletsane: The Social Self in Self-Study: Author Conversations - Kathleen Pithouse/Claudia Mitchell/Relebohile Moletsane: Going Public With Scholarly Collaboration: Reflections on a Collaborative Self-Study Book Process - Kevin Barry O'Connor: Finding My Story and Place in Researching Indigenous Education: The Formation of a Narrative Identity - Mathabo Khau: Journeys Into the Hidden Self: Reflections on a Collaborative Inquiry Into Women Teachers' Memories of Adolescent Sexuality - Marlene de Beer: Memory-Based Expressions of the Self: Demonstration/Expression of Identity Through the Art of Making - Joan Conolly/Snoeks Desmond/Simmi Dullay/Jerome Gumede/Erasmus Mnguni/Christina Ngaloshe/Martin Nxumalo/Theo Nyawose/Sarres Padayachee/Naretha Pretorius/Delysia Timm/Clementine Yeni: The Self as a Laboratory of Awareness: Exploring the Oralate-Literate Interface of Memory - Jackie Kirk: Starting With the Self: Reflexivity in Studying Women Teachers' Lives in Development - Thelma Rosenberg: Finding My Way to Becoming a Researching Practitioner - Angeline Kunene: Learner-Centeredness in Practice: Reflections From a Curriculum Education Specialist - Teresa Strong-Wilson: `Seeing What I Mean': The Student Teacher Portfolio as Object of Self-Study/Formation - Mohammad H. Tamdgidi: Rethinking Diversity Amid Pedagogical Flexibility: Fostering the Scholarships of Learning and Teaching of the Sociological Imagination - Naydene de Lange/Edwina Grossi: An Arts-Based Thesis: Reflections on the How and the Who and the Why of the `I' - Valerie Mulholland/Sarah Longman: Reframing Autobiography in Teacher Education From a First Nations Perspective - Kriben Pillay: From Self-Study to Self-Inquiry: Fictional History and the Field of Discovery - Lungile Masinga: An African Teacher's Journey to Self-Knowledge Through Teaching Sexuality Education - Liz Harrison: A Tinker's Quest: Embarking on an Autoethnographic Journey in Learning `Doctoralness' - Shawn Michael Bullock: Becoming a Teacher Educator: The Self as a Basis-For-Knowing - Lesley Wood: Teachers' Self-Exploration of Gender Constructs: A Values-Based Approach to HIV Prevention - Julie R. Horwitz: Critical Reflection: Uncovering a Developmental Spiral.