Abstract
This chapter frames the fourth section in Teaching, Learning, and Enacting of Self-Study Methodology: Unraveling a Complex Interplay. To begin is a description and background and contexts of transdisciplinary self-study learning communities in the United States (George Mason University self-study of teaching projects) and South Africa (the trans-university Transformative Education/al Studies [TES] project). Next, building on a conceptualization of polyvocal professional learning – which makes visible how dialogic encounters with diverse ways of seeing and knowing can deepen and extend professional learning – the chapter introduces a paradigm of how self-study can grow from a grassroots level inside and across universities using a polyvocal professional community design.
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Acknowledgments
We are grateful to Linda May Fitzgerald for her thoughtful peer review of this chapter which encouraged us to explain complex terms and appreciate the “multiplicity” of our work together.
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Samaras, A.P., Pithouse-Morgan, K. (2018). Self-Study Research in a Polyvocal Professional Community Design. In: Ritter, J., Lunenberg, M., Pithouse-Morgan, K., Samaras, A., Vanassche, E. (eds) Teaching, Learning, and Enacting of Self-Study Methodology. Self-Study of Teaching and Teacher Education Practices, vol 19. Springer, Singapore. https://doi.org/10.1007/978-981-10-8105-7_23
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