Abstracts
Abstract
In this collaborative analytic autoethnography, five researchers and teacher educators from various contexts describe how their participation in a network of critical action researchers led to rhizomatic growth across their landscapes of praxis. Through the authors’ narratives, we learn how Deleuze and Guattari’s (1987) concept of the rhizome and Wenger’s (2015) notion of the landscape of practice are interconnected and have allowed multiple non-hierarchical points for engagement in research and knowledge mobilization. The autoethnography also illustrates how the outgrowth of a healthy rhizome can be more vibrant and lead to innovative approaches to education and research across various contexts.
Keywords:
- Autoethnography,
- Growth,
- Landscapes of practice,
- Learning & research networks,
- Rhizomatic structures
Appendices
Bibliography
- Anderson, L. (2006). Analytical autoethnography. Journal of Contemporary Ethnography, 35(4), 373–395. doi:10.1177/0891241605280449
- André Arenas, A., (2015). Discovering my teaching features and their relation with my students ́ learning: An autoethnography. Zona Próxima. 22, 128-142.
- Arrieta, A., & Rosado-Mendinueta, N. (2020). Negotiating complex identities through positionings in ongoing interaction: A case study in a foreign language teacher education program in Colombia. In N. Rudolph, A. F. Selvi, A. F. & B. Yazan (Eds.), The complexity of identity and interaction in language education (pp 229-248). Multilingual Matters.
- Atkinson, P. (2015). Rescuing interactionism from qualitative research. Symbolic Interaction, 38(4), 467–474. https://doi.org/10.1002/symb.183
- Bochner, A. P., & Ellis, C. (2016). Evocative autoethnography: Writing lives and telling stories. Routledge.
- Balogh, R., McAteer, M., & Hanley, U. (2017). Maintaining a network of critical connections over time and space: The case of CARN, the Collaborative Action Research Network. In L. L. Rowell, C. D. Bruce, J. M. Shosh & M. M. Riel (Eds.) International Handbook of Action Research, Palgrave Macmillan.
- Boylorn, R. M., & Orbe, M. P. (Eds). (2014). Critical autoethnography: Intersecting cultural identities in everyday life. Left Coast Press.
- Castro, L. (2019). My changing identity during processes of professional development: An autoethnography. Tesis maestría Universidad del Norte: Barranquilla. https://manglar.uninorte.edu.co/handle/10584/8528?show=full
- Cochran-Smith, M. (2004). Walking the road: Race, diversity and social justice in teacher education. Teachers’ College Press.
- Coogan, D. (2006). Community literacy as civic dialogue. Community Literacy Journal, 1(1), 95–108.
- Cummins, J. (2001). Negotiating identities: Education for empowerment in a diverse society. California Association for Bilingual Education.
- De Laat, M. (2012). Enabling professional development networks: How connected are you? Inaugural address. Open Universiteit.
- Delamont, S. (2009). The only honest thing: Autoethnography, reflexivity and small crises in fieldwork. Ethnography and Education, 4(1), 51–63. https://doi.org/10.1080/17457820802703507
- Deleuze, G., & Guattari, F. (1987). A thousand plateaus: Capitalism and schizophrenia. University of Minnesota Press.
- Denzin, N. K. (2018). Performance ethnography: Critical pedagogy and the politics of culture. Routledge.
- Edwards, W., & Kalan, A. (2023). Addressing the subjugation of knowledge in educational settings through structuration of teacher research. Canadian Journal of Action Research, 24(1), 56-80.
- Ellis, C., Adams, T., & Bochner, A. (2011). Autoethnography: An overview. Forum: Qualitative Social Research, 12(1). https://doi.org/10.17169/fqs-12.1.1589
- Ellis, C. & Bochner. A. P (2006). Analyzing analytic autoethnography: An autopsy. Journal of Contemporary Ethnography, 35(4), 429–449. https://doi.org/10.1177/0891241606286979
- Escobar, A. (2014). Sentipensar con la tierra: Nuevas lecturas sobre desarrollo, territorio y diferencia (Primera edición). Ediciones Unaula.
- Fine, G. A. (1999). Field labor and ethnographic reality. Journal of Contemporary Ethnography 28(5), 532–539. https://doi.org/10.1177/089124199129023523
- Freire, P. (1970). Pedagogy of the oppressed. Seabury Press.
- Gagné, A. Herath, S., & Valencia, M. (2017). Autobiographical creation: A powerful professional development strategy for teachers. In J. Cummings & M. Blatherwick (Eds.), Creative practices in curriculum and teaching in the 21st century (pp. 117 – 130). Sense Publishers.
- Gagné, A., Kalan, A., & Herath, S. (Eds.) (2022). Critical action research challenging neoliberal language and literacies education: Auto and duoethnographies of global experiences. Peter Lang.
- García- Chamorro, M., Gamboa, M. R., Rosado-Mendinueta, N. (2022). Initial language teacher education: Components identified in research. Journal of Language and Education, 8(1), 231-245. https://doi.org/10.17323/jle.2022.12466
- García-Chamorro, M., & Rosado-Mendinueta, N. (2021). Embracing conceptualizations of English language teacher education from a complexity perspective. Profile: Issues in Teachers’ Professional Development, 23(2), 281–295. https:// doi.org/10.15446/profile.v23n2.82765
- Gay, G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education, 53(106), 106–116.
- González, A. (2003). Who is educating EFL teachers: A qualitative study of in-service in Colombia. Íkala, Revista De Lenguaje Y Cultura, 8(1), 153–172. https://doi.org/10.17533/udea.ikala.3183
- Guastello, S. J., Koopmans, M., & Pincus, D. (2009). Chaos and complexity in psychology: The theory of nonlinear dynamical systems. Cambridge University Press.
- Herath, S. (2023). Visualizing identity: The potential of identity portraits in developing inclusive teaching selves in post conflict reconciliation. Comparative Education Review, 67(3).
- Herath, S. (2022). Criticality and inclusivity in teacher education: A personal journey of growth and transformation. In A. Gagné, A. Kalan, & S. Herath (Eds.), Critical action research challenging neoliberal language and literacies education: Auto and duo ethnographies of global experiences (pp. 65 – 79). Peter Lang.
- Kalan, A. (2015). Reading poetry in standardized EFL test preparation to increase meaningful literacy engagement. International Journal of Arts and Sciences, 7(6), 275-290.
- Kalan, A. (2021a). Sociocultural and power-relational dimensions of multilingual writing: Recommendations for deindustrializing writing education. Multilingual Matters. https://doi.org/10.21832/9781788927819
- Kalan, A. (2021b). COVID-19, an opportunity to deindustrialize writing education. In I. Fayed, & J. Cummings (Eds.), Teaching in the post COVID-19 era: World education dilemmas, teaching innovations and solutions in the age of crisis (pp. 511–519). Springer. https://doi.org/10.1007/978-3-030-74088-7_50
- Kalan, A. (2024). “Our culture is a product of active word”: A poetic inquiry into immigrants’ experiences with writing in a host language. Art/Research International: A Transdisciplinary Journal, 9(1), 201–235.
- Kalan, A., & Troberg, M. (2016). Mobilizing practitioner action research to foster critical pedagogy in a large online undergrad university course. ARNA (Action Research Network of the Americas) Conference Proceedings. (Pages 1-21).
- Kalan, A., Jafari, P., & Aghajani, M. (2019). A collaborative practitioner inquiry into societal and power-relational contexts of an activist writing community’s textual events. International Journal of Action Research, 15(1), 62-80. https://doi.org/10.3224/ijar.v15i1.05
- Kempny, M. (2022). Towards critical analytical auto-ethnography. Anthropological Journal of European Cultures, 31(1), 58–71.
- McNeill, E. (2022). Immigration stories to reveal funds of knowledge and brave spaces in literacy curriculum. Journal of Adolescent & Adult Literacy, 65(4), 287–296. https://doi.org/10.1002/jaal.1205
- Mathieu, P., Parks, S., & Rousculp, T. (Eds.). (2012). Circulating communities: The tactics and strategies of community publishing. Lexington Books.
- Montes Perez, S., & Rosado-Mendinueta, N.(2023a). Prácticas escolares comunitarias: clave para la Construcción de un Currículo para la Diversidad Cultural en Colombia. Revista Educação em Questão, v. 61, n. 70, p. 1-22, e-34410, out./dez. 2023 DOI | 10.21680/1981-1802.2023v61n70ID34410
- Montes-Pérez, S., & Rosado-Mendinueta, N. (2023b). Trascendiendo la periferia: La política de educación intercultural multilingüe en Colombia. Revista Brasileira De Linguística Aplicada, 23(3), e23557. https://doi.org/10.1590/1984-639820223557
- Murray, C. J., Abraham, J., Ali, M. K., Alvarado, M., Atkinson, C., Baddour, L. M., ... & Lopez, A. D. (2013). The state of US health, 1990-2010: Burden of diseases, injuries, and risk factors. JAMA, 310(6), 591-606.
- Ngunjiri, F. W., K. C. Hernandez and H. Chang (2010). Living autoethnography: Connecting life and research. Journal of Research Practice, 6(1), 1–17. http:// jrp.icaap.org/index.php/jrp/article/view/241/186.
- Omidvar, O., & Kislov, R. (2014). The evolution of the communities of practice approach: Toward knowledgeability in a landscape of practice—An Interview with Etienne Wenger-Trayner. Journal of Management Inquiry, 23(3), 266–275. https://doi.org/10.1177/1056492613505908
- Ortega, Y. (2021). Transformative pedagogies for English teaching: Teachers and students building social justice together. Applied Linguistics, 42(6), 1144–1152. https://doi.org/10.1093/applin/amab033
- Ortega, Y., & Oxford, R. (2023). Immigrants’ and refugees’ ‘funds of knowledge(s)’ on the path to intercultural competence. Journal of Multilingual and Multicultural Development, 0(0), 1–12. https://doi.org/10.1080/01434632.2023.2170389
- Oviedo Freire, A. M. (2020). Tetrasofia: Filosofia de la tierra y del ser humanidad. Independent.
- Pennycook, A. (2021). Critical applied linguistics: A critical re-introduction. Routledge.
- Reed-Danahay, D. (2017). Bourdieu and Critical Autoethnography: Implications for Research, Writing, and Teaching. International Journal of Multicultural Education, 19 (1), 144 – 154.
- Reimer, K. E., Kaukko, M., Windsor, S., Mahon, K., & Kemmis, S. (2023). Living well in a world worth living in for all: Volume 1: Current practices of social justice, sustainability and wellbeing. Springer Nature.
- Reiter, B. (Ed.). (2018). Constructing the pluriverse: The geopolitics of knowledge. Duke University Press.
- Roth, W. M. (2009). Auto/ethnography and the question of ethics Forum: Qualitative Social Research/Sozialforschung, 10(1), 1–10. https://doaj.org/article/1c6f7ca3 54ee4577861d4ad9b30f2e42.
- Rowell, L. L., Bruce, C. D., Shosh, J. M., & Riel, M. M. (Eds). (2017). The Palgrave International Handbook of Action Research. Palgrave Macmillan. http://doi.org/10.1057/978-1-137-40523-4_23
- Salas, M. (2018). My learning as a novice teacher: An autoethnography. Tesis maestría Universidad del Norte: Barranquilla. https://manglar.uninorte.edu.co/bitstream/handle/10584/8128/132803.pdf?sequence=1&isAllowed=y
- Simon, R., Evis, S., Walkland, T., Kalan, A., & Baer, P. (2016). Navigating the “delicate relationship between empathy and critical distance”: Youth literacies, social justice, and arts-based inquiry. English Teaching: Practice and Critique, 15(3), 430-449. https://doi.org/10.1108/etpc-09-2016-0108
- Sparkes, A. C. (2000). Autoethnography and narratives of self: Reflections on criteria in action. Sociology of Sport Journal, 17(1), 21–43. http://doi.org/10.1123/ssj.17.1.21
- Stieha, V. (2014). Critical friend. In D. Coghlan & M. Brydon-Miller (Eds.), The SAGE encyclopedia of action research (pp. 206–208). SAGE Publications. https://uk.sagepub.com/en-gb/eur/the-sage-encyclopedia-of-action-research/b ook234014
- Thomas, S. R. (2017). Networking at the grassroots level: Action research partnerships in education. In L. L. Rowell, C. D. Bruce, J. M. Shosh, & M. Riel (Eds.), Palgrave International Handbook of Action Research (pp. 369–385). Palgrave Macmillan.
- Valencia, M., Herath, S., & Gagné, A. (2020). Unpacking professional identity: The use of multimodal identity texts and duoethnographies in language teacher education. In B. Yazan, & K. Lindahl (Eds.), Language teacher identity in TESOL: Teacher education and practice as identity work (pp. 101 – 121). Taylor & Francis.
- van der Klei, A. (2002). Repeating the rhizome. SubStance, 31(1), 48–55. https://doi.org/10.2307/3685805
- Wenger, E. (2015). Learning in landscapes of practice: Boundaries, identity, and knowledgeability in practice-based learning. Routledge. https://doi.org/10.4324/9781315777122
- Wenger, E., Trayner, B., & De Laat, M. (2011). Telling stories about the value of communities and networks: A toolkit. Open University of the Netherlands.
- Whitehead, J. (2017). Practice and theory in action research: Living-theories as frameworks for action. In L. Rowell, C. Bruce, J. Shosh, & M. Riel (Eds,), The Palgrave international handbook of action research. Palgrave Macmillan. https://doi.org/10.1057/978-1-137-40523-4_24
- Wong, W., & Ortega, Y. (2024). Addressing anti-black racism in English language teaching: Experiences from duoethnography research. TESOL Quarterly, 58(4), 1428–1459. https://doi.org/10.1002/tesq.3291