Theoretical and Methodological Tensions in a Poststructural, Collaborative Self-Study Research Project

Source: Studying Teacher Education, Volume 5, Issue 1 May 2009, pages 89-101.

The paper examines the potential contradictions of conducting a collaborative self-study research project within a poststructural framework.

In particular, the author considers how humanist discourses, which are pervasive in teaching and teacher education, are challenged by poststructural theory.
She also discusses about the use of theory in self-study research.

The discussion is shaped through (re)consideration of a collaborative self-study doctoral research project.
To consider the tensions between poststructural theory and self-study methodology, the author first outlines key aspects of humanism and link these to the underpinnings of self-study.
Next, she discusses potential connections between poststructural theory and self-study research.
The author then provides a poststructural analysis of the use of experience in the self-study data to demonstrate ways in which theory can support us to (re)view taken for granted concepts in education.

Finally, she proposes that self-study researchers may find poststructural theory useful as a means to think differently about our current practices and to consider the potential effects of proposed practices.