Negotiated Self

Ellyn Lyle, PhD (2011), Memorial University, is Dean in the Faculty of Education at Yorkville University. She has published several peer-reviewed articles and books in the areas of reflexive inquiry, narrative inquiry, teacher identity, and lived and living curriculum. This is her sixth book, four of which are published with Sense/Brill.

• ForewordDavid W. JardineList of FiguresAuthor Biographies1 Untangling Sel(f)ves through A/R/TographyEllyn Lyle2 Butterflies in the Knapsack: An Exploration of a Teacher’s IdentityJulie K. Corkett3 Trumpism, Truthiness, and the Gospel of EducationSean Wiebe4 Learning to Become a Pedagogically-Engaged, DemocraticTeacher: Self-Study Using Dewey’s Reflective Thinking MethodIsabel Martínez-Cuenca5 Reflexive Inquiry, Artistic Selves, and Epistemological ExpansionHeather McLeod, Cecile Badenhorst and Haley Toll6 (Re)Constructing Anti-Colonial Teacher Identities through Reflexive InquiryAdrian Downey and Casey Burkholder7 Exploring Ecological Literacy in Teacher Identity: Reflexive Inquiry through a Learning Garden CurriculaAndrejs Kulnieks and Kelly Young8 Responding Aesthetically: Using Artistic Expression and Dialogical Reflection to Transform AdversitySara Florence Davidson9 Teacher Identity in Formation: Social Change, Student Engagement, and a Spiritual EncounterGuopeng Fu and Anthony Clarke10 Currere: Negotiating One’s Failure to RepresentValerie Triggs11 Who Are You? Developing Teacher Identity Through an Ethics of IntersubjectivityLana Parker12 Self-Defining as Professionally Secular in the Public Space: Reflecting on Teacher Identity and PracticeMelanie Bennett-Stonebanks and C. Darius Stonebanks13 Sharing Stories: Duoethnographically Evoking Mathematics Teacher Identities through NarrativesDerek Markides and Sandy Miller14 Becoming Community: Ranya’s Story of Intergenerational Teaching and Learning in Art EducationAnita Sinner15 Symbolic World, Reflexivity, and Intentionality in the Construction of Academic Professional Identities (APIs)Evelyn Morales Vázquez16 Critical Conversations on Reflexive Inquiry in Field ExperiencesS. Laurie Hill, Amy Burns, Patricia Danyluk and Kathryn Crawford17 Preservice Teachers Explore Their Development as Teachers of ReadingBeverley Brenna and Andrea Dunk18 Insider/Outsider: Border Crossing, Liminality, and Disrupting Concepts of Teacher Identities through a Prototypical LensChristine Cho19 Reflexive Inquiry as a Scaffold for Teacher Identity Exploration during the First Year of TeachingDana Vedder-Weiss, Liel Biran, Avi Kaplan and Joanna K. Garner

"In The Negotiated Self: Employing Reflexive Inquiry to Explore Teacher Identity each author sings with truth and commitment. This book is like a mob scene in a Muppets movie where the camera pans over many excited faces with mouths and eyes wide open as everybody celebrates the joy of being together, the delight of singing in a wild jam session! There is so much going on in this eclectic and electric book that you will always be shaken, stirred, and startled. This book is a bus filled with creative scholars who are thrilled to be in a network of lively, funny, wise activists. Some of the scholars have years of experience in education, and others are at the beginning of their research. These authors know they have negotiated their selves, and they know that their selves are continuing to negotiate them, just as we all negotiate together." – Carl Leggo, poet & professor, University of British Columbia, Vancouver, Canada