Teacher Educators’ Poetic Self-Study Scholarship for Creative Remedy, Repair, and Renewal

• In Event: Self-Studies of Educators' Critical, Creative, Compassionate Care

Abstract

Poetry as research has a long history in self-study scholarship and has grown in popularity in recent years. Building on this momentum, we analysed ten recent poetic self-studies in response to the question, “How and why do teacher educators use poetic self-study for remedy, repair, and renewal?” The study’s analytical design featured a lantern poem to illuminate poetic self-study’s ontological and epistemological nature and value. Using visual and metaphorical cues from traditional Japanese lanterns, lantern poetry illuminates images and ideas. A close reading of the studies guided by the lantern facets of space, movement, entanglement, ambiguity, and flow revealed how and why teacher educators use poetic self-study in seeking to improve educational experiences, outcomes, and equitable opportunities for all.

Authors

• Kathleen Pithouse-Morgan, University of Nottingham

• Guruvsagie Pillay, University of KwaZulu-Natal

• Inbanathan Naicker, University of KwaZulu-Natal