Studying Our Discontent With the Status and Ontology of "Self" in Self-Study

• In Event: Complicating the "Self" in Self-Study

Abstract

In this self-study we map some discontents that have arisen in our individual work and research in teacher education in respect to the status and ontology of ‘self’ within the discourse of self-study. Our aim is to point to paradigmatic trends and commitments in these domains on the one hand, and to open the discourse for new possibilities in light of them, on the other hand. In so doing we heed the call for “going public and being political” with self-study research that transcends the “immediate agenda of self-study aimed at improving practice” and advocates also “for educational change in a broad sense” (Berry & Forgasz, 2018; Cole & Knowles, 2004).

Authors

• Oren Ergas, Beit Berl College and Hebrew University

• Jason K. Ritter, Duquesne University