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

Abstract

This article examines the potential contradictions of conducting a collaborative self-study research project within a poststructural framework. It is a discussion about the use of theory in self-study research, rather than a report of research findings. 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, I first outline key aspects of humanism and link these to the underpinnings of self-study. Next, I discuss potential connections between poststructural theory and self-study research. I then provide 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, I propose 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.

Keywords:

• self-study methodology
• poststructural theory
• discourse
• humanism

Acknowledgements

I am grateful to the reviewers for their thoughtful feedback. An earlier version of this article was presented at the meeting of the International Study Association on Teachers and Teaching, Sydney, Australia, July 2005. Finally, thank you to the doctoral research participants for their thoughtful contributions and generous support.