Polyvocal Professional Learning through Self-Study Research

272 Pages·2015·6.31 MB·English

by  Kathleen Pithouse-Morgan, Anastasia P. Samaras (eds.)

Polyvocal Professional Learning through
Self-Study Research
Professional Learning
Volume 18
Series Editor:
J. John Loughran, Monash University, Clayton, Australia
Editorial Board:
Anthony Clarke, University of British Columbia, Canada
Renee Clift, University of Arizona, USA
Donald Freeman, University of Michigan, USA
Ruth Kane, Ottawa University, Canada
Mieke Lunenberg, VU University, The Netherlands
Mo Ching Magdalena Mok, Hong Kong Institute of Education, Hong Kong
Max van Manen, University of Alberta, Canada
Rationale:
This series purposely sets out to illustrate a range of approaches to Professional
Learning and to highlight the importance of teachers and teacher educators taking
the lead in reframing and responding to their practice, not just to illuminate the field
but to foster genuine educational change.
Audience:
The series will be of interest to teachers, teacher educators and others in fields of
professional practice as the context and practice of the pedagogue is the prime focus
of such work. Professional Learning is closely aligned to much of the ideas asso-
ciated with reflective practice, action research, practitioner inquiry and teacher as
researcher.
Polyvocal Professional Learning through
Self-Study Research
Edited by
Kathleen Pithouse-Morgan
University of KwaZulu-Natal, South Africa
and
Anastasia P. Samaras
George Mason University, USA
A C.I.P. record for this book is available from the Library of Congress.
ISBN: 978-94-6300-218-9 (paperback)
ISBN: 978-94-6300-219-6 (hardback)
ISBN: 978-94-6300-220-2 (e-book)
Published by: Sense Publishers,
P.O. Box 21858,
3001 AW Rotterdam,
The Netherlands
https://www.sensepublishers.com/
All chapters in this book have undergone peer review.
Printed on acid-free paper
All Rights Reserved © 2015 Sense Publishers
No part of this work may be reproduced, stored in a retrieval system, or transmitted
in any form or by any means, electronic, mechanical, photocopying, microfilming,
recording or otherwise, without written permission from the Publisher, with the
exception of any material supplied specifically for the purpose of being entered and
executed on a computer system, for exclusive use by the purchaser of the work.
To my daughters, May and Beth, for being my most beloved teachers
~ Kathleen
To my grandchildren, Rohan, Lucia, Teo, Susie, and Eli for their
sweet voices and love
~ Anastasia

TAbLe oF ConTenTS
List of Figures ix
List of Tables xi
Acknowledgements xiii
1. The Power of “We” for Professional Learning 1
Kathleen Pithouse-Morgan and Anastasia P. Samaras
2. Work Gloves and a Green Sea Turtle: Collaborating in a Dialogic
Process of Professional Learning 21
David P. Evans, Heipua Ka‘ōpua and Anne Reilley Freese
3. A Dialogue on Supporting Self-Study Research in the Context of
Dutch Teacher Education 39
Amanda Berry, Janneke Geursen and Mieke Lunenberg
4. Confronting the Hearing Teacher in Deaf Education:
Critical Friends in Self-Study 57
Karen Rut Gísladóttir and Hafdís Guðjónsdóttir
5. Jackie and Me, Jackie and Us: Productive Entanglements and Learning
Conversations in the Supervision Process 75
Claudia Mitchell and Fatima S. Khan
6. A Technology-Enhanced Self-Study of Reversible Mentorship in a
Modern Language Programme 93
Cristina M. Hernández Gil De Lamadrid and
Esperanza Román Mendoza
7. Duality in Practice and Mentorship of an English Learner
Instructional Coach 111
Delia E. Racines and Anastasia P. Samaras
8. Creating a Culture of Inquiry in Music Teacher Education:
Collaborative Self-Study Approaches in Music 127
Ann Marie Stanley and Colleen M. Conway
vii
Table of ConTenTs
9. Learning about Co-Flexivity in a Transdisciplinary Self-Study
Research Supervision Community 145
Kathleen Pithouse-Morgan, Nithi Muthukrishna, Daisy Pillay,
Linda Van Laren, Theresa Chisanga, Thenjiwe Meyiwa,
Relebohile Moletsane, Inbanathan Naicker, Lorraine Singh and
Jean Stuart
10. Multiple Narrators: Using Double Voice Poems to Examine
Writing Personas 173
Arvinder Kaur Johri
11. Interweavings, Interfaces and Intersections: A Co/Autoethnographic
Self-Study 197
Delysia Norelle Timm and Joan Lucy Conolly
12. Integrating First, Second and Third Person Research to Lead the
Creation of a Learning Organisation: A Self-Study Dialogue
between Doctoral Supervisor and Student 215
Joan Walton and Nigel Harrisson
13. Breathing Under Water: A Transcontinental Conversation about
the “Why” of Co-Facilitating Transdisciplinary Self-Study
Learning Communities 231
Anastasia P. Samaras, Kathleen Pithouse-Morgan,
Theresa Chisanga, Joan Lucy Conolly, Lynne Scott Constantine,
Thenjiwe Meyiwa, Lesley Smith and Delysia Norelle Timm
Contributors 253
Subject Index 261
viii
LIST oF FIGUReS
Figure 2.1. Hōnū 26
Figure 2.2. Leather work gloves 29
Figure 2.3. Composite artefact 32
Figure 3.1. Taking time to build a relationship 45
Figure 4.1. Visual representation of our professional journey 60
Figure 5.1. Tribute for Girlhood Studies website 81
Figure 5.2. F atima’s Jackie collection: Objects and artefacts in relation
to Jackie that Fatima has gathered over the past two years 84
Figure 5.3. Jackie Kirk memorial bench, McGill University 85
Figure 7.1. Duality self-portraits 114
Figure 7.2. Data matrix 115
Figure 7.3. Self-portrait: EL and American selves 116
Figure 7.4. Self-study as the bridge to understanding the self 120
Figure 9.1. An example of a written tweet 151
Figure 9.2. Our Wordle tweet cloud 151
Figure 9.3. Our selection of significant words and phrases from the tweets 152
Figure 9.4. Some of our responses to Jean’s prompts 153
Figure 9.5. O ur selection of significant words and phrases from our
responses to the prompt: What does it say? 154
Figure 11.1. Delysia with the blanket on during a supervision session 203
Figure 13.1. I n between two modes of teaching epidemiology
(as S3C participant Laura Poms envisages her transition
between sage on the stage and guide on the side) 235
Figure 13.2. R eflective (Re)Search (a poem created to represent
TES participants’ response to the prompt: “What challenges/
successes are you currently experiencing as a self-study
researcher?”) 238
Figure 13.3. T ransformation (an example of a mood board created by
S-STEP conference participants) 240
Figure 13.4. C ollective Agency (an example of a found poem composed by
S-STEP conference participants) 241
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