Abstract
By means of reflections, dialogue, and visual images, this chapter brings together multiple voices and stories from the global self-study research community to illustrate how conversations across specialisations, institutions, and continents can contribute to university educators and leaders reimagining pedagogies and collaboration in transformative, pluralistic ways that intensify improved learning for self and others. The chapter also exemplifies how collaboration and exchanges among self-study research facilitators can enhance understandings of and opportunities for learning, teaching, and enacting of self-study methodology in a complex, pluralistic way.
With contributions from Lynne Scott Constantine, Chris de Beer, Lee Scott, and Lesley Smith
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Acknowledgements
We are most appreciative of the participation of our self-study colleagues who enhanced our conversation through their sharing at the 11th International Conference on S-STEP, England, 2016.
We are thankful for the unique contributions of all Transformative Education/al Studies (TES) participants and each faculty member who participated in one of the three faculty self-study groups at George Mason University (GMU). These participants helped us to better understand teaching self-study research. In particular, we would like to acknowledge the contributions of the TES project leadership team, Joan Conolly, Liz Harrison, Thenjiwe Meyiwa, Theresa Chisanga, and Delysia Norelle Timm, and the GMU project leadership team—Lynne Scott Constantine, Esperanza Roman Mendoza, Lesley Smith, and Ryan Swanson.
We gratefully acknowledge support and grant funding for TES project activities from the National Research Foundation of South Africa (Grant Numbers 74007 and 90380 and Incentive Funding for Rated Researchers), Durban University of Technology’s Research Office, University of KwaZulu-Natal’s University Learning and Teaching Office, and Walter Sisulu University’s Research Office. We further acknowledge that any opinion, findings, conclusions, or recommendations expressed in this material are those of the authors, and therefore, the funders do not accept any liability in regard thereto.
We thank each of the sponsors who courageously supported our work at GMU: the Centre for Teaching and Faculty Excellence—especially Director Kim Eby for her guidance and encouragement—the Office of the Provost, Office of Distance Education, and 4-VA, supporting innovative faculty development projects in the state. Special thanks to doctoral candidate Emily K. Christopher for her important contributions in transcribing the interviews and meetings.
We appreciate the insights offered by our peer reviewer Lesley Coia and the professional editing by Moira Richards.
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Pithouse-Morgan, K., Samaras, A.P. (2018). “Many Stories Matter”: Taking a Polyvocal Stance in Learning About Teaching of Self-Study. 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_27
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