Negotiated Selves: Untangling Teacher Identity with the help of Reflexive Inquiry

Working with multiple Education scholars from international contexts, this project begins with the notion that deep self-knowledge is a prerequisite for meaningful teaching and learning. With this as our foundation, we profiledivergent ways in which reflexive inquiry supports explorations of teacher identity. Our hope is to encourage authenticity, consciousness, and criticality that will provide an alternative to the often fragmented and dehumanized nature of Education. Through critical, creative, and arts-integrated approaches, we individually and collectively explore how knowing self can enhance teaching and learning, while implicitly pointing to the capacity of reflexive inquiry to support systematic and rigorous inquiry.