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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.