This book sets out to share the story and journey towards self-knowledge for one school leader; however, the process will likely apply to others interested in social research. Through the recursive journey towards better understandings, the author has come to a place of increased awareness of his relationality and a better recognition of interconnected nature of all social interactions.
Table Of Contents
- About the author
- About the book
- This eBook can be cited
- Chapter 1. Self-Study and Autobiography
- Chapter 2. Self-Study and Literature
- Chapter 3. Enacting Self-Study
- Chapter 4. A Critical Personal History Self-Study
- Chapter 5. How Do I Continue? Given What I Understand.
To Jennifer, my trusted one, my heart. Ashwin and Evren, my catalysts for envisioning divergent educational possibilities.
Thank you to Dr. Shirley Steinberg, my mentor and supporter for guiding me throughout the writing process, and to Dr. Brent Davis for guiding me towards the language of complexity.
Finally, to my critical friends, I am indebted and grateful.
This book was originally written as my doctoral thesis and portions of the dissertation have been subsequently published as journal articles. Parts of the sections specifically focusing on educational leadership were published in the International Journal of Leadership in Learning, and sections focusing on the the emergent themes and pedagogies of love were published in Research in Educational Policy and Management. I am indebted to both journals and the editors for their support. The portions that exist in this book were reproduced with their permissions.
To understand education, one must love it or care deeply about learning, and accept it as a legitimate process for growth and change. To accept education as it is, however, is to betray it. To accept education without betraying it, you must love it for those values that show what it might become. (Battiste, 2013, p. 190)
Engaging in a bricolage of critical personal history self-study allowed one school administrator to better understand his roles, responsibilities, and formation of identity within the context of a school system while envisioning the divergent possibilities of a yet-to-be-known future through the lens of love. Pedagogies of love can be understood as more than the embodiment of romantic notions of the word. Pedagogies of love enact relationality: blending care, commitment, knowledge, responsibility, respect, and trust (hooks, 2001). Ever-evolving and situational, these pedagogies are understood as tentative. During the self-study process (Samaras, 2011), affective experiences were reflexively interrogated to draw out and unpack themes regarding one’s lived teaching life. Personal positionings, over time, emerged as a crucial part of studying “one’s self, one’s actions, one’s ideas, as well as the ‘not self’” (Hamilton & Pinnegar, 1998, p. 238) as a means to explicate previously misunderstood privileges. The criticality of this self-study can be found in the ways that the relationships between power, authority, knowledge production, ←1 | 2→and contextual social relations are illuminated and mediated (Freire, 1996; Steinberg & Kincheloe, 2018; Kincheloe, 2008; Giroux 2011).
School as place situates many considerations of the self-study, whereby Alcoff (1991) suggests place may be a “social location, or a social identity” (p. 7)—the place of unfolding and enfolding of memories, encounters, and history within the confluence of past, present, and a possible future. Considering these moments reflexively through self-study has allowed for the critical illumination of some ways to afford future iterative interconnected possibilities in education. It is this ecological sensibility envisioned as a direct challenge to the reductionistic, fictitious simplification of classroom dynamics. A challenge to pedagogies that conjure a singular, prescriptive, and safe understanding of living classrooms—classrooms that are ever-emergent, continually adapting, and divergently redundant. These are spaces of the possible, of the not-yet-imagined; they can be the fertile locations of growth and change.
The shifts in leadership responsibilities as outlined by Bedard and Mombourquette (2015) served as implicit groundings for this self-study. Through the consideration of pedagogical metaphors (Gereluk et al., 2016) and associated entailments (Davis & Renert, 2013a, 2013b) within the evidence of the self-study, schema and paradigms, and the affordances allowed were considered. Ultimately, the self-study has emerged as a story of impact and possibility—perceptions of the subtle perturbative impacts on pedagogies and paradigms, and possibilities for the evolution of teaching pedagogies from reductionist and positivist towards enmeshed and relational and pedagogical possibilities of love. As Kahn and Kellner (2008) suggest, “education, at its best, provides the symbolic and cultural capital that empowers people to survive and prosper in an increasingly complex and changing world and the resources to produce a more cooperative, democratic, egalitarian, and just society” (p. 25). I believe we deserve this society.
This book sets out to share the story and journey towards self-knowledge for one school leader; however, the process will likely be applicable to others interested in social research. Through the recursive journey towards better understandings, I have come to a place of increased awareness of my relationality and better recognition of interconnected nature of all social interactions.
- X, 150
- ISBN (PDF)
- ISBN (ePUB)
- ISBN (Softcover)
- Publication date
- 2022 (September)
- self-study ecological sensibilities complexity pedagogies of love critical pedagogy bricolage leadership possibilities for education Enacting Self-Study Derek Markides Learning and Leading Through Love relationality
- New York, Bern, Berlin, Bruxelles, Oxford, Wien, 2022. X, 150 pp., 9 tables.