“To Seek Out Something More”: Knowing the Teacher-Researcher Self Differently Through Self-narrative Writing and Found Photographs
“‘To Seek Out Something More’: Knowing the Teacher-Researcher Self Differently Through Self-narrative Writing and Found Photographs” by Daisy Pillay, Sagie Naicker, and Wendy Rawlinson showcases the power of found photographs for evoking, constructing, and reconstructing memory in written self-narratives. The exemplars are drawn from Sagie Naicker’s and Wendy Rawlinson’s doctoral research in South Africa. Sagie drew on selected photographs to examine how his disability identity influenced his leadership practice, and his journey as an activist seeking social justice for people with disabilities. Wendy’s found photograph evoked a bodily experience of being transported to a more imaginative space that triggered her curiosity for aesthetic pedagogical adventuring in her racially diverse classroom. Taken as a whole, the chapter demonstrates how, drawing multi-methodologically on self-narratives and the visual meaning making perspective of found photographs, the scholarship of self-awareness of teachers’ ways of being, knowing, and doing can make significant contributions to teacher professional learning.
KeywordsIdentity Memory-work Photographs Self-narrative writing South Africa Teacher professional learning
We are thankful to our peer reviewer, Joan Lucy Conolly (Durban University of Technology, South Africa), for her encouraging and insightful feedback on this chapter.
- Ayers, R., & Ayers, W. (2014). Teaching the taboo: Courage and imagination in the classroom. New York: Teachers College Press.Google Scholar
- Benjamin, W. (1968). Illuminations. New York: Harcourt, Brace & World.Google Scholar
- Bennett, J. (2003). The aesthetics of sense memory: Theorising trauma through the visual arts. In S. Radstone & K. Hodgkin (Eds.), Regimes of memory (pp. 27–40). London: Routlege.Google Scholar
- Boulton-Founke, A. (2014). Narrative form and Yam Lau’s Room: The encounter in arts-based Research. International Journal of Education & the Arts, 15(17). Retrieved from http://www.ijea.org/v15n17/.
- Bukor, E. (2013). The impact of personal and professional experiences: Holistic exploration of teacher identity. Working Papers in Language Pedagogy (WoPaLP),7, 48–73.Google Scholar
- Bullough, R. V., Jr. (1994). Personal history and teaching metaphors: A self study of teaching as conversation. Teacher Education Quarterly,21(1), 107–120.Google Scholar
- Denzin, N. K. (2007). Searching for Yellowstone: Performing race, nation, and nature in the New West. Walnut Creek: Left Coast Press.Google Scholar
- Ellis, C., & Bochner, A. P. (2000). Autoethnography, personal narrative, reflexivity: Researcher as subject. In N. Denzin & Y. Lincoln (Eds.), Handbook of qualitative research (2nd ed., pp. 733–768). Thousand Oaks: Sage.Google Scholar
- Emihovich, C. (1994). Distancing passion. In J. A. Hatch & R. Wisniewski (Eds.), Life history and narrative (pp. 37–48). London: Falmer.Google Scholar
- Falzon, C. (1998). Foucault and social dialogue: Beyond fragmentation. New York: Routledge.Google Scholar
- Foucault, M. (1985). The use of pleasure: The history of sexuality (Vol. 2, R. Hurley, Trans.). New York: Pantheon.Google Scholar
- Gadamer, H.-G. (1976). Philosophical hermeneutics (D. E. Linge, Ed. & Trans.). Berkeley: University of California Press.Google Scholar
- Greene, M. (1988). What happened to imagination? In K. Egan & D. Nadener (Eds.), Imagination and education (pp. 45–55). New York: Teachers College Press.Google Scholar
- Harrison, L. (2009). A tinker’s quest: Embarking on an autoethnographic journey in learning “doctoralness”. In K. Pithouse, C. Mitchell, & R. Moletsane (Eds.), Making connections: Self-study & social action (pp. 253–268). New York: Peter Lang.Google Scholar
- Hatch, J. A., & Wisniewski, R. (Eds.). (1994). Life history and narrative. London: Falmer.Google Scholar
- Higgins, E. T. (1987). Self-discrepancy: A theory relating self and affect. Psychological Review, 94(3), 319–340. http://psycnet.apa.org/doi/10.1037/0033-295X.94.3.319.CrossRefGoogle Scholar
- Howell, C., Chalklen, S., & Alberts, T. (2006). A history of the disability rights movement in South Africa. In B. Watermeyer, L. Swartz, T. Lorenzo, M. Schneider, & M. Priestley (Eds.), Disability and social change: A South African agenda (pp. 46–84). Cape Town: HSRC Press.Google Scholar
- Jacklin, H. (2001). Teachers, identities, and space. Retrieved from http://www.oerafrica.org/system/files/Being%20a%20Teacher%20readings_Section%20One_Reading%203.pdf?file=1&type=node&id=9154&force=.
- Jansen, J. D. (2009). Knowledge in the blood: Confronting race and the apartheid past. Cape Town: Juta.Google Scholar
- McIntosh, P. (1990). Unpacking the knapsack of white privilege. Independent School,49(2), 31–36.Google Scholar
- Mitchell, C. (2011). Doing visual research. London: Sage.Google Scholar
- Mitchell, C., & Allnutt, S. (2008). Photographs and/as social documentary. In J. G. Knowles & A. L. Cole (Eds.), Handbook of the arts in qualitative research (pp. 251–263). Thousand Oaks: Sage.Google Scholar
- Naicker, D. (2014a). Piecing together the leadership puzzle: A self-study of practice (Unpublished doctoral dissertation). University of KwaZulu-Natal, South Africa. Retrieved from http://researchspace.ukzn.ac.za/handle/10413/12642.
- Naicker, S. (2014b). Digital memory box as a tool for reflexivity in researching leadership practice. Educational Research for Social Change (ERSC), 3(2), 51–65. Retrieved from http://ersc.nmmu.ac.za/view_edition.php?v=3&n=2.
- Pillay, D., & Govinden, B. (2007). “In search of home”: Practices of the self in selected teacher narratives. Journal of Education,42(1), 125–139.Google Scholar
- Pillay, D., & Saloojee, S. (2012). Revisiting rurality and schooling: A teacher’s story. Perspectives in Education,30(1), 43–52.Google Scholar
- Reddy, T. (2004). Higher education and social transformation: South Africa case study. Council on Higher Education. Retrieved from http://www.che.ac.za/media_and_publications/research/higher-education-and-social-transformation-south-africa-case-study.
- Samaras, A. P., Hicks, M. A., & Berger, J. G. (2004). Self-study through personal history. In J. J. Loughran, M. L. Hamilton, V. K. LaBoskey, & T. Russell (Eds.), International handbook of self-study of teaching and teacher education practices (Vol. 2, pp. 905–942). Dordrecht: Kluwer.Google Scholar
- Sheerin, D. (2009). Deleuze and Ricoeur: Disavowed affinities and the narrative self. London: Continuum.Google Scholar
- Siyabulela, K., & Duncan, M. (2006). Psychiatric disability and social change: An insider perspective. In B. Watermeyer, L. Swartz, T. Lorenzo, M. Schneider, & M. Priestley (Eds.), Disability and social change: A South African agenda (pp. 291–310). Cape Town: HSRC Press.Google Scholar
- Soudien, C. (2004). “Constituting the class”: An analysis of the process of ‘integration’ in South African schools. In L. Chisholm (Ed.), Changing class: Education and social change in post-apartheid South Africa (pp. 89–114). Cape Town: HSRC Press.Google Scholar
- Vinz, R. (1997). Capturing a moving form: “Becoming” as teachers. English Education,29(2), 137–146.Google Scholar
- Weber, S. (2008). Visual images in research. In J. G. Knowles & A. L. Cole (Eds.), Handbook of the arts in qualitative research (pp. 40–53). Thousand Oaks: Sage.Google Scholar
- White, B. E., & Lemieux, A. (2015). Reflecting selves: Pre-service teacher identity development explored through material culture. Learning Landscapes,9(1), 267–283.Google Scholar