ABSTRACT

The following article comprises an autoethnographic discussion of researcher identity in school-based educational research. The research centred on a professional learning programme in which arts/education practitioners delivered workshops for teachers that used creative, arts practice with a focus on mindful techniques to support teachers’ wellbeing during school improvement initiatives. I developed a reflexive, participatory methodology that comprised interviews with the arts/education practitioners, and observations of the workshops in order to generate data that explored how creativity was articulated through the programme. My discussion focuses on the appropriateness of the research design and qualitative, reflexive methodology to addressing the research aims, and on my values and positionality throughout the data generation activity and subsequent analysis. Finally, I discuss my shifting identity/ies in what I define as a queer/ed research space, and conceptualize my performative researcher identity as a form of drag.

摘要

下面的文章包括对学校教育研究中研究人员身份的自民族志讨论。该研究以专业学习计划为中心，在该计划中，艺术/教育从业者为教师举办了研讨会，这些研讨会使用创造性的艺术实践，重点关注正念技巧，以支持教师在学校改进计划中的幸福感。我开发了一种反思性、参与性的方法，其中包括对艺术/教育从业者的采访，以及对研讨会的观察，以生成数据，探索如何通过该计划表达创造力。我的讨论集中在研究设计和定性的、反思性方法来解决研究目标的适当性，以及我在整个数据生成活动和后续分析中的价值观和立场。最后，我在我定义为酷儿 / ed 的研究空间中讨论了我不断变化的身份，并将我的表演研究员身份概念化为一种阻力形式。