Sparking reflection in future educators: Haiku self-study

ABSTRACT

This self-study employed Haiku poetry as a culturally responsive way to respond to Japanese students’ critical reflection needs in a self-study research workshop. I am a Japanese self-study researcher working in the Icelandic education system. Introducing self-study methodology to teacher educators and students demands a careful approach to provide them with a sense of security while encouraging them to step outside their comfort zone. I focused on creating a safe learning space with a culturally responsive method of Haiku. Haiku formed a methodological framework for poetic self-study and served multiple purposes: my pedagogical approach to culturally responsive teaching, my data set, and analysis. Critical friendship with both Japanese and Icelandic educators supported my efforts throughout the study and my ongoing reflection and analysis. This study demonstrates the value of drawing upon cultural and poetic resources for exploring pedagogical innovations. It also raises awareness for the need to engage in authentic dialogue with critical friends to keep sparking critical reflection.

KEYWORDS:

• Haiku
• critical reflection
• culturally responsive teaching
• Japanese student teachers
• critical friends
• self-study research

Acknowledgements

The author expresses her gratitude to Hafdís Guðjónsdóttir and Minoru Kurumisawa for their support in this study.

Disclosure Statement

No potential conflict of interest was reported by the author(s).