ABSTRACT

This self-study demonstrates how crafting found poems and critical friendship facilitated unstitching and (re)stitching narrative understanding for purposes of learning from pedagogy for improving practice. Findings extend existing literature by documenting how composing found poems from previous, dissertation research is a tool for inquiry, analysis, and representation for meaning-making within self-study methodology. Two sets of artifacts included the researchers’ dissertations framed as composite stories and drafts of found poems; these data were positioned and repositioned, woven as artifacts, field texts, and representations. We inquired how we might reposition ourselves to hear the multivoicedness of our temporal, personal-professional, and conceptual (con)texts. We asked, how might we utilize a familiar teaching practice to inquire into our lived experiences? How might found poems be positioned as both a methodological tool for analyzing completed research and representing meaning-making from deeply constructed narrative experiences? Found poetry enabled the researchers to evoke the fourth and fifth envisionment-building stances (Langer, 2011a Langer, J.A. (2011a). Envisioning knowledge: Building literacy in the academic disciplines. Teachers College Press. [Google Scholar]), enabling them to ‘step back’ and reconsider what they know, and to develop deeper understandings that disrupted and transformed understanding. Through self-study with a critical friend, the poem as meaning-making event unfolded before us, weaving new threads, in the space of new tensions, resulting in new understandings. Analyzing and representing data through the process of composing found poems with a critical friend generates the vulnerable-confident; self-other; vision-revision; reading-composing; critiquing-discovering; powerful-empowering; learning-teaching; textual-intertextual; aesthetic-efferent; three-dimensional spaces for ongoing transformation where silent voices are liberated and heard through collaborative self-study methodology.

摘要

本自学展示了手工艺发现的诗歌和批判性友谊如何促进解开和（重新）缝合叙事理解，以便从教学法中学习以改进实践。研究结果通过记录从以前的论文研究中发现的诗歌是如何在自学方法中进行探究、分析和表达意义的工具来扩展现有文献的。两套人工制品包括研究人员的论文，这些论文以复合故事和已发现的诗歌草稿为框架；这些数据被定位和重新定位，编织成人工制品、实地文本和表现形式。我们询问如何重新定位自己，以听到我们的时间、个人专业和概念（上下文）文本的多重声音。我们问，我们如何利用熟悉的教学实践来探究我们的生活经历？如何将发现的诗歌定位为分析已完成研究的方法论工具，并从深层构建的叙事经验中表达意义？发现诗歌使研究人员能够唤起第四和第五种构想姿态（Langer,2011a兰格，JA（2011a）。展望知识：培养学科素养。师范学院出版社。 [Google Scholar]），使他们能够“退后一步”并重新考虑他们所知道的，并发展更深入的理解，从而破坏和转变理解。通过与一位批判性朋友的自学，这首诗作为意义创造事件在我们面前展开，在新的紧张空间中编织新的线索，产生新的理解。通过与批评性朋友一起创作诗歌的过程来分析和表示数据，从而产生脆弱而自信的人；自我他人；视觉修正；阅读写作；批判发现；强大的赋能；学习教学；文本互文；审美传神；用于持续转型的三维空间，通过协作自学方法解放和聆听无声的声音。