Fostering a Relational Pedagogy ― Self-study As Transformative Praxis

Scholars of education encourage teachers to study themselves as a way of improving their practice, and share their own experiences with self-study. Their topics include being indigenous in the indigenous education classroom: a critical self-study of teaching in an impossible and imperative assignment, a self-study of culturally relevant pedagogy in a higher education institution in the United Arab Emirates, navigating a narrative path: a self-study on using stories to deepen learning in pre-service teaching, illuminating teacher educators' self-understanding through the study of relationships in the teacher-education classroom, and writing from the heart-mind: cultivating not-knowing towards an Earthly Pedagogy. Annotation ©2018 Ringgold, Inc., Portland, OR (protoview.com)

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 seventh book, five of which are published with Brill |Sense.