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dc.contributor.authorKendall, Alex
dc.contributor.authorGibson, Melanie
dc.contributor.authorHimsworth, Clare
dc.contributor.authorPalmer, Kirsty
dc.contributor.authorPerkins, Helen
dc.date.accessioned2016-10-24T10:57:26Z
dc.date.available2016-10-24T10:57:26Z
dc.date.issued2016-03-03
dc.identifier.citationListening to old wives’ tales: small stories and the (re)making and (re)telling of research in HE/FE practitioner education 2016, 21 (1-2):116 Research in Post-Compulsory Education
dc.identifier.issn1359-6748
dc.identifier.issn1747-5112
dc.identifier.doi10.1080/13596748.2015.1126933
dc.identifier.urihttp://hdl.handle.net/2436/620232
dc.description.abstractIn this paper we share the outcomes of a project that sought to take up Nutbrown’s challenge to ‘push out from the safe(er) boundaries of established methodologies’ in early years research. We explore the value of auto-ethnographic storytelling, Lyotard’s ‘petit récit’, to the processes of doing and learning about research in the context of practitioner education. We offer a rationale for the use of creative methods in (post?) professional learning and describe the process of working with identity boxes and symbolic objects, to produce a collection of auto-ethnographic narratives, the old wives’ tales of the title, through which to explore practitioners’ experiences of professional identity formation. We consider the opportunities such methods offer for reflexive learning about practitioner positionality within the knowledge-making practices of research and attempt to (re)position ourselves differently as writers and makers of research. Towards a conclusion we review and theorise meanings participant-researchers make about their career trajectories and proffer auto-ethnography as a dynamic modality for practitioner learning. We mobilise Patti Lather’s notion of methodological proliferation to re-think practitioner education as a wild profusion of post-professional possibilities.
dc.language.isoen
dc.publisherTaylor & Francis
dc.relation.urlhttp://www.tandfonline.com/doi/full/10.1080/13596748.2015.1126933
dc.subjectresearch methods
dc.subjectpractitioner education
dc.subjectpost-professionalism
dc.subjectwriting differently
dc.subjectearly years workforce
dc.subjectstudents as partners in academic writing
dc.subjectcreative research methods
dc.subjectauto-ethnographic narratives
dc.titleListening to old wives’ tales: small stories and the (re)making and (re)telling of research in HE/FE practitioner education
dc.typeJournal article
dc.identifier.journalResearch in Post-Compulsory Education
dc.source.volume21
dc.source.issue1-2
dc.source.beginpage116
dc.source.endpage136
html.description.abstractIn this paper we share the outcomes of a project that sought to take up Nutbrown’s challenge to ‘push out from the safe(er) boundaries of established methodologies’ in early years research. We explore the value of auto-ethnographic storytelling, Lyotard’s ‘petit récit’, to the processes of doing and learning about research in the context of practitioner education. We offer a rationale for the use of creative methods in (post?) professional learning and describe the process of working with identity boxes and symbolic objects, to produce a collection of auto-ethnographic narratives, the old wives’ tales of the title, through which to explore practitioners’ experiences of professional identity formation. We consider the opportunities such methods offer for reflexive learning about practitioner positionality within the knowledge-making practices of research and attempt to (re)position ourselves differently as writers and makers of research. Towards a conclusion we review and theorise meanings participant-researchers make about their career trajectories and proffer auto-ethnography as a dynamic modality for practitioner learning. We mobilise Patti Lather’s notion of methodological proliferation to re-think practitioner education as a wild profusion of post-professional possibilities.


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