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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.
Cho, C. (2018). Insider/outsider: Border crossing, liminality, and disrupting concepts of teacher identities through a prototypical lens. In E. Lyle (Ed.), The negotiated self: Employing reflexive inquiry to explore teacher identity (pp. 213–224). Sense Publishers. https://discovery.ebsco.com/linkprocessor/plink?id=0090bed0-617c-3415-894d-318a1084fa47
Critical Reflexivity and Researcher Positionality:
Cho discusses the complexities of critical race theory and reflexivity in research.
Acknowledges the differing truths between the researcher and participants, particularly when studying immigrant identities.
Advocates for radical reflexivity, questioning not only the narratives of others but also the researcher's own claims and constructions of truth.
Paradox of Reflective Work:
Reflective work often disembodying, separating the self from existence.
Aims for radical reflexivity to challenge traditional researcher-participant relationships.
Combines practical theories with theoretical lenses to understand participant narratives and social impacts.
Reflective vs Reflexive:
Cho examines her own behaviors and responses, distinguishing between reflection and reflexivity.
Explores the limitations of uncovering biases and assumptions, aiming to avoid complacency or ritualistic approaches.
Complexities of Reflexive Work:
Cho navigates ethical dilemmas, including the need to expose barriers for participants.
Struggles with the interpretation of participant narratives, particularly regarding racialized experiences in education.
Considers her daughter's experiences with racism, reflecting on her own privileged position and the choice of when to speak or remain silent.
Transformation through Reflexivity:
Cho emphasizes the importance of listening to counter-narratives and examining biases to transform oneself.
Recognizes the reluctance of immigrant and racialized participants to share counter-stories with their prototypical counterparts.
Aims to cultivate understanding and challenge dominant narratives through reflexive stance.