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About this product
- PublisherPeter Lang Publishing Inc
- Date of Publication01/10/2009
- GenreSociology & Anthropology: Professional
- Series TitleCounterpoints
- Series Part/Volume Number357
- Country of PublicationUnited States
- ImprintPeter Lang Publishing Inc
- Content Noteill.
- Weight680 g
- Width160 mm
- Height230 mm
- Spine25 mm
- Edited byClaudia Mitchell,Kathleen Pithouse,Relebohile Moletsane
- Edition StatementNew edition
- Table Of ContentsContents: Kathleen Pithouse/Claudia Mitchell/Relebohile Moletsane: Introduction - Claudia Mitchell/Kathleen Pithouse/Relebohile Moletsane: The Social Self in Self-Study: Author Conversations - Kathleen Pithouse/Claudia Mitchell/Relebohile Moletsane: Going Public With Scholarly Collaboration: Reflections on a Collaborative Self-Study Book Process - Kevin Barry O'Connor: Finding My Story and Place in Researching Indigenous Education: The Formation of a Narrative Identity - Mathabo Khau: Journeys Into the Hidden Self: Reflections on a Collaborative Inquiry Into Women Teachers' Memories of Adolescent Sexuality - Marlene de Beer: Memory-Based Expressions of the Self: Demonstration/Expression of Identity Through the Art of Making - Joan Conolly/Snoeks Desmond/Simmi Dullay/Jerome Gumede/Erasmus Mnguni/Christina Ngaloshe/Martin Nxumalo/Theo Nyawose/Sarres Padayachee/Naretha Pretorius/Delysia Timm/Clementine Yeni: The Self as a Laboratory of Awareness: Exploring the Oralate-Literate Interface of Memory - Jackie Kirk: Starting With the Self: Reflexivity in Studying Women Teachers' Lives in Development - Thelma Rosenberg: Finding My Way to Becoming a Researching Practitioner - Angeline Kunene: Learner-Centeredness in Practice: Reflections From a Curriculum Education Specialist - Teresa Strong-Wilson: 'Seeing What I Mean': The Student Teacher Portfolio as Object of Self-Study/Formation - Mohammad H. Tamdgidi: Rethinking Diversity Amid Pedagogical Flexibility: Fostering the Scholarships of Learning and Teaching of the Sociological Imagination - Naydene de Lange/Edwina Grossi: An Arts-Based Thesis: Reflections on the How and the Who and the Why of the 'I' - Valerie Mulholland/Sarah Longman: Reframing Autobiography in Teacher Education From a First Nations Perspective - Kriben Pillay: From Self-Study to Self-Inquiry: Fictional History and the Field of Discovery - Lungile Masinga: An African Teacher's Journey to Self-Knowledge Through Teaching Sexuality Education - Liz Harrison: A Tinker's Quest: Embarking on an Autoethnographic Journey in Learning 'Doctoralness' - Shawn Michael Bullock: Becoming a Teacher Educator: The Self as a Basis-For-Knowing - Lesley Wood: Teachers' Self-Exploration of Gender Constructs: A Values-Based Approach to HIV Prevention - Julie R. Horwitz: Critical Reflection: Uncovering a Developmental Spiral.
- Author BiographyThe Editors: Kathleen Pithouse is a researcher for the Human Sciences Research Council of South Africa. Her Ph.D. research focused on self-study in teacher education in South Africa. Her recent publications include a co-authored article on self-study and social action for the Journal of Educational Action Research. Claudia Mitchell is a James McGill Professor in the Faculty of Education, McGill University. She is co-author and co-editor of a number of books, including several that deal specifically with self-study, such as: Just Who Do We Think We Are? Methodologies for Autobiography and Self-Study in Teaching. Relebohile Moletsane is Research Director for the Gender and Development Unit of the Human Sciences Research Council of South Africa. She is co-author of the book Methodologies for Mapping a Southern African Girlhood in the Age of Aids.
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