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Identity is complex and influenced by social, cultural, political, and historical contexts, as well as relationships and emotions.
It is constructed and reconstructed through narratives, which can be shaped by theories, attitudes, and beliefs.
Emotions play a crucial role in the formulation of identity, with experiences as a student contributing to the multidimensional construct.
Autoethnographic narrative involves retrospectively and selectively writing about epiphanies stemming from processing emotions associated with student experiences.
The butterfly analogy illustrates the relationship between emotions, self-concept, self-efficacy, and self-esteem, shaping identity as a student and later as a teacher.
Identity is established through relationships, emotions, and experiences, which can both challenge and support self-concept, self-esteem, and self-efficacy.
Overcoming negative emotions and feelings of inadequacy is essential for forming a positive identity, ensuring that one's experiences as a teacher do not replicate negativity.
The goal is to create emotionally nurturing environments for students, helping them overcome fear and develop resilient identities akin to butterflies with strong wings.
All individuals undergo a process of development, akin to butterflies emerging with strong wings, reflecting their resilient identities.
Lyle, E. (2018). Untangling sel(f)ves through a/r/tography. In E. Lyle (Ed.), The negotiated self: Employing reflexive inquiry to explore teacher identity (pp. 1–11). Sense Publishers.https://discovery.ebsco.com/linkprocessor/plink?id=6a3b85df-9f63-34a8-aaf7-a88293110e62
Academic writing trap: Feels focused on proving rather than exploring, seeks to break free into living inquiry.
Concept of self: Perpetually evolving like art, marginalized by education, fostering space for humanness needed.
Disconnectedness in education: Occurs when students feel detached from their learning, goes through four stages.
To avoid disconnectedness: Education needs to respect identity and integrity of teachers and learners.
Artography: Creates a space to weave the intellectual and emotional aspects of self into teaching life.
Reflexivity: Consciousness of role in research, ongoing critical introspection, humanizing pedagogy.
Letting go: Finding meditative spaces to reconnect with the essential self, reconstructing a disassembled self.
Possibilities for wholeness: Overcoming culture of disconnectedness, exploring authentic educational experiences.
Curriculum as process: Favors dynamic and contextual understanding, encourages movement and negotiation of meaning.
Artography and currere: Invite exploration of lived experiences, engendering pedagogical possibilities in unexpected ways.