Abstract
In this chapter we trace our development as collaborative arts-based self-study researchers and the rhizome-like influences we have had on ourselves, colleagues, and graduate students. Our journey has taken us recursively from an arts-based pedagogy to self-study methodology and from methodology to reflexive pedagogy as we strive to develop our unique living theory. Each section discusses both methodological and pedagogical approaches used within the context of graduate teacher education, research courses, dissertation thesis advising, and professional development contexts in the broader communities. The chapter mirrors research and practice representative of our growing research interests over the last several years focusing on the integration of the arts, the use of arts-based research methods, and the use of self-study methods coupled with a variety of narrative tools for data collection, analysis of data, and representation of findings. The evolution of our collaborative self-study journey led us to discover how arts-based methods could be useful as both processes and products for our research. Our results led us to the development of a new research methodology that we refer to as arts-based dialogic narrative analysis (ABDNA).
This chapter includes several sections based partially on a paper written by Jill Farrell, Carter A. Winkle, and Mark Rosenkrantz for presentation at the annual meeting of the American Educational Research Association (AERA), San Francisco, 2013.
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Farrell, J.B., Winkle, C.A. (2019). Reflexivity in Graduate Teacher and Researcher Education: Our Journey to Arts-Based Self-Study. In: Kitchen, J., et al. 2nd International Handbook of Self-Study of Teaching and Teacher Education. Springer International Handbooks of Education. Springer, Singapore. https://doi.org/10.1007/978-981-13-1710-1_51-1
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