43.068 - Fostering Relational Pedagogy: Self-Study as Transformative Praxis

Session Type: Symposium

Abstract

It has long been established that teaching and learning are autobiographical endeavours, so it follows that self-study is central to sound practice. Maintaining, too, that we must know self to meaningfully engage with our students, this symposium aims to raise awareness of the capacity of self-study to support transformational praxis. This transformation is sought through integrated ways of being and teaching that support embodied wholeness of teachers and learners. Through critical, qualitative, creative, and arts-integrated approaches, multiple Education scholars from international contexts profile various approaches to self-study that simultaneously support improved praxis and increased rigour of S-STEP.

Sub Unit

• SIG-Self-Study of Teacher Education Practices

Chair

• Ellyn R. Lyle, Yorkville University

Papers

• Engaging Self-Study to Untangle Issues of Identity - Ellyn R. Lyle, Yorkville University

• My Students' Stories Became a Gift: A Tale of Poetic Professional Learning - Kathleen Pithouse-Morgan, University of KwaZulu-Natal

• A Self-Study of Culturally Relevant Pedagogy in a Higher Education Institution in the United Arab Emirates - Sepideh Mahani, Yorkville Univeristy

• Being Indigenous in the Indigenous Education Classroom: A Critical Self-Study of Teaching in an Impossible and Imperative Assignment - Jennifer Megan Markides, University of Calgary

• Writing From the Heart-Mind: Cultivating Not-Knowing Toward an "Earth Pedagogy" - Jodi Marie Latremouille, Thompson Rivers University

• Opening Into Aletheia - Kathleen (Kate) Mary McCabe, Simon Fraser University