Publication Information
SeriesSelf-Study in Teacher Education
Pages837
LicenseCC BY-NC-ND International 4.0
Year2020
LanguageEnglish

Textiles and Tapestries

Self-Study for Envisioning New Ways of Knowing

Abstract

Textiles and Tapestries presents thought-provoking research that explores the intricate and complex weavings of teaching and learning. It reflects a compelling mixture of traditional and contemporary methodology, collaborations within and beyond teacher education, and allows space for considering the implications of current worldwide social, political, and systemic tensions. Importantly, it highlights the central role of self-study in creating insights and understandings of practice for transforming teaching and for generating new knowledge. Contributions from established and novice academic researchers, teacher practitioners, and graduate students provide opportunities to learn with and from the voices of dynamic and diverse self-study researchers. Section one focuses on the process of exploring and making meaning from weaving inquiry, teaching, and learning from studying practices through self-study. Section two illuminates the act of making new meaning, creating the tapestries and textiles of knowing by attending to the tools and crafting in studying teaching and professional practices. Section three focuses on the formation of new tapestries of understanding as authors share the implication of their findings through self-study. This book presents new methods, frameworks, collaborations, and understandings of practice that will be useful for teacher educators, graduate students, and self-study of practice researchers.

Table of Contents

Textiles and Tapestries presents thought-provoking research that explores the intricate and complex weavings of teaching and learning. It reflects a compelling mixture of traditional and contemporary methodology, collaborations within and beyond teacher education, and allows space for considering the implications of current worldwide social, political, and systemic tensions. Importantly, it highlights the central role of self-study in creating insights and understandings of practice for transforming teaching and for generating new knowledge.

Contributions from established and novice academic researchers, teacher practitioners, and graduate students provide opportunities to learn with and from the voices of dynamic and diverse self-study researchers. Section one focuses on the process of exploring and making meaning from weaving inquiry, teaching, and learning from studying practices through self-study. Section two illuminates the act of making new meaning, creating the tapestries and textiles of knowing by attending to the tools and crafting in studying teaching and professional practices. Section three focuses on the formation of new tapestries of understanding as authors share the implication of their findings through self-study.

This book presents new methods, frameworks, collaborations, and understandings of practice that will be useful for teacher educators, graduate students, and self-study of practice researchers.

Equity Press

Equity Press

CC BY-NC-ND International 4.0: This work is released under a CC BY-NC-ND International 4.0 license, which means that you are free to do with it as you please as long as you (1) properly attribute it, (2) do not use it for commercial gain, and (3) do not create derivative works.

The publisher Equity Press does not have a physical location, but its primary support staff operate out of Provo, UT, USA.

The publisher Equity Press makes no copyright claim to any information in this publication and makes no claim as to the veracity of content. All content remains exclusively the intellectual property of its authors. Inquiries regarding use of content should be directed to the authors themselves.

URL: https://equitypress.org/textiles_tapestries_self_study

, , & (2020). Textiles and Tapestries: Self-Study for Envisioning New Ways of Knowing. Equity Press. https://equitypress.org/textiles_tapestries_self_study
Christi U. Edge

Northern Michigan University

Christi Edge is a Professor of Education and serves as the Director of Graduate Reading Programs and the Extended Learning and Community Engagement Scholar at Northern Michigan University. Her research addresses teacher education, meaning-making, literacy practice and theory, and distance education.
Abby Cameron-Standerford

Northern Michigan University

Abby Cameron-Standerford is a Professor and serves as the Director of the Graduate Learning Disabilities Program at Northern Michigan University.
Bethney Bergh

Northern Michigan University

Bethney Bergh is a Professor at Northern Michigan University and serves as the Director of the Graduate Educational Leadership Programs.
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