Conversational in nature; refers to dialogue as central to the task of finding meaning.
Published in Chapter:
Becoming Together: Critical Events Across Early Career Researcher Experiences
Jillian M. Kneeland (University of Colorado, Boulder, USA), Chelsea Rae Kent (University of Colorado, Boulder, USA), Andrea LeMahieu Glaws (University of Colorado, Boulder, USA), and Dan Moore (University of Colorado, Boulder, USA)
Copyright: © 2022
|Pages: 18
DOI: 10.4018/978-1-6684-3460-4.ch011
Abstract
For teachers who exit the classroom to enter higher education, leaving can be heart wrenching and to many, unthinkable and unknowable. Consequently, in seeking change, such as the authors of the stories collected here, they do so to position themselves in ways that allow them to transform educational systems by contributing research-based understandings and offering new and unique ways to challenge the status quo. The authors hope that in sharing their stories they can also develop their own understandings of self as becoming researchers and teacher educators. This collective process shows the criticality of being able to lean on each other to actualize our goals of conducting humanizing education research that centers social justice teaching and results in action-oriented change. A departure from what the academy might expect, the narratives are honest and written with whole hearts as the authors provide insight into who they have been, how they are connected, and who they are becoming.