Amanda Berry has been active in the S-STEP community since her doctoral research under the guidance of John Loughran. An interest in teacher development led Mandi to shift from being a biology teacher to studying teacher preparation and her own practice as a teacher educator. Her doctoral study led to the highly cited “Reconceptualizing Teacher Educator Knowledge as Tensions” in Studying Teacher Education, 3(2) and to her book, Tensions in Teaching about Teaching. Mandi’s work on tensions resonated for many, including Eline Vanassche (below) and me. Mandi also contributed significant chapters to both the 2004 and 2020 editions of the International Handbook of Self-Study of Teaching and Teacher Education Practices. While Mandi’s academic accomplishments are considerable, it is her commitment to others that make her a deeply loved member of our S-STEP community. It has been my honour to work alongside Mandi as co-editors of Studying Teacher Education and on the editorial team for the second edition of the handbook, so I concur with the accounts of her generous and collaborative nature by three colleagues below.
by John Loughran, Monash University
As an outstanding high school biology teacher, Mandi made the transition to teacher education driven by her desire to support teachers' professional development and to push education faculties to recognize and better value the role of teaching teachers. I had the pleasure to teach with her for over a decade and so witnessed first-hand her commitment, passion and thoughtful approach to teaching and learning about teaching. As a teacher educator, her efforts always centered on students' learning. Her planning and preparation were characterised by a deep consideration of her ever-growing pedagogy of teacher education; which she researched and developed in ways that illustrated to all the importance of learning through self-study. Her practice was personified by modelling practice in a careful, honest and incredibly professional manner. It is hardly surprising that someone who was so highly regarded as a colleague, collaborator, mentor and leader became such a consistent and purposeful contributor to her students’ learning about teaching and to the self-study community more broadly. Through all that she did, she made clear what it meant to be a teacher educator of distinction.
by Eline Vanassche, University of Leuven
I met Mandi Berry in 2010 at the registration desk of the Castle Conference. While customizing my conference badge with stickers, I felt myself pulled in different directions by competing concerns about my first appearance at the conference. Mandi engaged in explicit modelling: she articulated her own doubts while adding the boldest of stickers to her badge. This memory metaphorically captures her contribution to my thinking and the field at large. In an influential book and in articles, Mandi helped by building a language for teacher education practice through tensions. The tensions between telling and growth, planning and being responsive, or safety and challenge capture the internal conflict highly recognizable to many of us when educating teachers. Tensions help to question the taken-for-granted. They do not tell us what to do. Tensions capture and hold onto ambivalence, rather than reducing or solving it. In so doing, Mandi’s self-study scholarship has offered a powerful contrast
by Mieke Lunenberg, VU University Amsterdam
Mandi is a core member and former chair of S-STEP. She is also a longtime editor of Studying Teacher Education. Mandi is caring, open to new ideas and an excellent scholar. At AERA- and Castle Conferences she brings people with related interests together. Worth knowing is also that she likes working dinners. After staying a few months in an apartment in Amsterdam earlier, Mandi returned to the Netherlands in 2012 and lived there for three years. During that period of time, she was frequently invited to contribute to meetings and conferences in Europe, something she did with enthusiasm, involvement and expertise. Personally, I look back with a big smile to our co-coaching of a Dutch self-study group that had as motto ‘Saying yes to the adventure’. A motto that fits Mandi. Her work in Europe has strengthened professional connections and friendships across oceans.
by Amanda Berry, Monash University
It has been my absolute privilege and honor to have ‘grown up’ amongst the international self-study community of scholars. From my earliest encounters, where I tentatively shared my doctoral study ideas about teacher educators’ knowledge as ‘tensions of practice’ at the graduate student seminar at AERA, through to my current ‘senior’ roles as co-editor of Studying Teacher Education and contributor to the two international handbooks of self-study, I have been supported, encouraged, befriended and challenged as a teacher educator who learns from the study of my own and others’ practice. Teaching and researching one’s own educational practice is an endeavour that requires personal courage and commitment as well as the support and care of others. The self-study community embodies this ethic of care at the same time that we aim to produce rigorous research that builds greater understanding, respect and value for teacher educators’ professional work and status. Teaching and researching with John Loughran, developing a Dutch community of self-study scholars with Mieke Lunenberg and Janneke Geursen, researching and writing with Eline Vanassche, and co-editing Studying Teacher Education with Julian Kitchen are absolute highlights of my academic life. Finally, given the ways in which teacher educators’ work and learning continues to be undervalued, over-regulated and misunderstood in many countries, there is still much work for our self-study community. I look forward to continuing my contribution to this effort.
Monica Taylor is a feminist teacher educator with a deep commitment to social justice. Monica first gained prominence in self-study through her co/autoethnographic feminist work with Lesley Coia. They embodied teacher educators living relationally with others: students, peers and minoritized communities. Monica’s personal commitment to social justice is demonstrated in stories of her sons in Exploring Gender and LGBTQ Issues in K-12 and Teacher Education (edited by Martin and Strom). Her professional commitment is evident in edited volumes, notably Gender Feminism and Queer Theory in the Self-Study of Teacher Education Practices with Lesley and the social justice section she edited for the International Handbook of Self-Study of Teaching and Teacher Education Practices, Second Edition. Feminism serves as both a critical lens and an ethical orientation for Monica and her colleague Emily Klein in Our Bodies Tell the Story. While acknowledging that social justice work taxes our hearts, minds, and bodies, they draw on their stories to demonstrate how we might enact feminism and social justice living reflectively and authentically alongside others.
by Stefinee Pinnegar, Brigham Young University
At AERA this year, I went to a roundtable session (all of the presentations were quantitative). The first presenter was a woman from Montclair State. After the session, I paused to mentioned I knew Monica Taylor; she immediately began praising Monica’s teaching. While she was not Monica’s student, she recalled classes taken, support given and the propound learning experiences she had with Monica. None of this was news to me or to any of those of us in the S-STTEP community for that has always been our experiences with Monica. She has taught us about feminism and autoethnography and how to be a good community member. I have had important learning experiences with her and ever felt her care and support. Just as importantly to the community are the strong revitalizing scholars she has mentored and added to our community: the editor of this newsletter (Adrian Martin being only one of many). I said to the young woman I met, how delightful it was to meet a student of Monica’s since I felt I was one as well. There in the sterile environment of AERA in true SIGly fashion (as named by Mary Manke), we hugged having made another wonderful connection through Monica.
Monica Taylor's seminal work in co/autoethnography, feminist and queer pedagogy, embodied pedagogy, and gender and sexuality in teacher education has profoundly impacted self-study scholarship. Her persistent efforts have resulted in new concepts and approaches to self-study research promoting equity and social justice. As a forthright opponent of sexism, heteronormativity, and racism, her research boldly demonstrates how self-study, motivated by social justice and equity goals, can lead to groundbreaking discoveries and novel approaches to improving educational practice. She has inspired and mentored a network of self-study scholars that deliberately and consistently address social justice concerns, pushing the boundaries of personal and professional transformation. Monica Taylor’s enduring legacy stimulates and shapes the landscape of self-study research, forging a path towards a more inclusive and just educational system.
Monica Taylor exemplifies the qualities of an activist feminist scholar. She is committed to enacting her values not only within the S-STEP community and the broader academic community, but in her life as well. As a faculty member, Monica’s classes foster a sense of belonging and inclusion as students grapple with critical issues and topics in education. As one of the editors of the 2nd edition of the International Handbook of Self-Study of Teaching and Teacher Education Practices, Monica provided her expertise and guidance to contributing authors. In her current role as S-STEP SIG Chair-Elect, Monica’s leadership reflects a vested interest in continuing to support our community as a diverse, dynamic, and inclusive international network of teacher educators. Monica’s dedication to community and inviting new scholars to S-STEP is certain to enhance our SIG and by extension support the future workforce of educators capable of navigating the challenges of our times.
I am humbled and so moved by the touching words written above by my dear colleagues, Julian, Stefinee, Kathleen, and Adrian, as their perspectives as mentors, peers, collaborators, and, even, a former student, remind me of the range of my experiences within my cherished self-study community. About ten years ago, Lesley Coia and I wrote an introduction for our edited book on self-study and gender, feminism, and queer theory. We described how discovering self-study, or it discovering us through Jeff Kaplan, was really like finding our home where we could be our authentic and true self and have the space and support to explore our work creatively and take risks. Over the last 21 years that is exactly what I have been doing because I have felt seen, heard, and respected by people like John Loughran, Anastasia Samaras, Clare Kosnik, Clive Beck, Stefinee Pinnegar and Mary Lynn Hamilton, Mary Dalmau, Lynn Thomas, and so many more. I have often said to peers and students that I have received more scholarly mentoring and love through the self-study community than any other organization or institution including my own. I found my academic voice in this community and I only hope that I can continue to always pay that forward and ensure that the self-study community is welcoming, inclusive, and supportive of all scholars but in particular those who are new to the field.
Introductionby Julian Kitchen
Anastasia Samaras has been a leading member of the Self-Study of Teacher Education community for decades! Her books, notably Self-Study for Teacher Educators: Crafting a Pedagogy for Educational Change and Self-Study of Teaching Practices Primer (with Anne R. Freese) have guided many new practitioners/scholars in our field. Anastasia embodies the collaborative spirit of self-study through her work with students and faculty, her promotion of polyvocal research across George Mason University, and her international partnerships. Her work on transdisciplinary and polyvocal professional learning with Kathleen Pithouse-Morgan has widened the scope of self-study. Yet, Anastasia is modest about her accomplishment as she generously and graciously supports her many friends, as well as newcomers to self-study.
1st Dimension: Teacher Educationby Courtney Katharine Baker, George Mason University
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As a former student and current colleague it is only fitting to speak of Anastasia’s teacher educator influence via metaphor. Like the parallel strands of this Celtic knot, Anastasia is a true critical friend, always by your side in the journey of learning and knowing - questioning, guiding and probing as you explore and extend your boundaries. Each twist of rope represents the multiple directions of conversations that may initially center on scholarship but eventually turn towards comfortable conference shoes, yoga or other topics creating synergy between your identities. The vibrant green speaks to her inner aura which exudes positive energy. From congratulatory emails to champagne toasts, Anastasia is the first to celebrate you. Most importantly, Anastasia’s influence on others is infinite as she fosters creativity, empowers one’s sense of self, all the while growing a relationship.
2nd Dimension: Scholarshipby Kathleen Pithouse-Morgan, University of KwaZulu-Natal
Anastasia P. Samaras: A pedagogical scholar for transformative change A pedagogical scholar Using arts, innovating, dialoguing Making self-study accessible For transformative change Using arts, innovating, dialoguing Learning by leading For transformative change In transdisciplinary communities Learning by leading Nourishing wholehearted living In transdisciplinary communities Through co-creative play Growing a global design Making self-study accessible Looking back and looking forward A pedagogical scholar
3rd Dimension: Communityby Linda Fitzgerald, University of Northern Iowa
Anastasia builds community! Going beyond “critical friend” to “complementary colleagues,” she brings together students and faculty of self-study across disciplinary boundaries, not just inter-disciplinary, but trans-disciplinary, and, of course, inter-national too! As an early childhood educator at heart, she knows that play is a most effective way to learn. By riding the carousel at Brighton Beach on a Castle Conference Day Out, dancing as a way to analyze data or with a group in the Castle Pub, and playing with ideas in presentations and papers, she practices what she preaches: that being playful with each other is the way to nourish our professional souls. Co-creating with colleagues around the world, Anastasia is a “polyvocal” contributor to the growth of arts-based methods of data generation, collection, analysis and presentation. If you only know her from her excellent publications, you need to make a point of meeting Anastasia at a conference and joining the community -- playfully!
The Last Wordby Anastasia P. Samaras, George Mason University
Cherished Colleagues—Julian, Courtney, Kathleen, and Linda—have each kindly captured central components of my being: my collective scholarship, playing with self-study method, and the co-creativity which I believe is essential to changing the status quo of education. I published my first self-study in 1998 with the support of Gary Knowles and Ardra Cole. Bob Bullough graciously reviewed a draft of my first self-study book. I recognized that I was entering into a unique professional learning community of mentorship and reciprocal mentorship. It’s what we do so well. I had the passion to enact self-study research, but I could never have done it alone. It was the indispensable support I received from S-STEP and from Mason, including what I learned from colleagues outside of teacher education, that made it all possible. Thank you!
Self-study scholar and leader Mentoring and learning From my amazing students From my courageous colleagues Co-designing transdisciplinary self-study research Unique transcendent portal for professional growth For classroom teachers, teacher educators, and other professionals Co-creating with novice and advanced Grateful for Mason and S-STEP A bold community Of doers and inventors Self-study scholars and leaders
By Julian Kitchen
Deborah Tidwell‘s scholarship and service have made her a prominent figure in the S-STEP community since its early days. Now an emerita professor of Literacy Education at the University of Northern Iowa, Deb has combined teaching and research in literacy and bilingual education with self-study research. She has published numerous self-studies, including important handbook chapters on methodology. As an editor, she has worked on Castle conference proceedings and three volumes of Self-Study and Diversity. Deb has also served on the S-STEP board, including a term as Chair. At her university, she has served as department chair, director of the literacy clinic, and associate dean. Deb‘s engaging personality, playfulness and generosity of spirit have enriched the S-STEP community.
by Maggie J. Mnayer, University of Kansas
Recognizing the academic potential in her students is the gift that Deb freely gives to her students. As her graduate student and adjunct literacy course instructor, Deb’s ongoing guidance subtly shifted my identity from that of a secondary classroom educator into a postsecondary teacher educator. She peppered our conversations with comments such as “when you are working on your doctorate” or “as a doctoral student.” Deb shared her passion for the power of self-study to improve teacher education practice, encouraged me to attend conferences, guided me through the proposal writing and submission processes, and then attended my presentations to provide moral support and feedback. She continued to cultivate my desire to earn a doctorate and celebrated each milestone with me while here at the University of Kansas. In the truest sense, I would not be where I am today without the guidance, support, and encouragement of Deb Tidwell, for which I am deeply grateful!
2nd Dimension: Scholarship by Svanborg R. Jónsdóttir, University of Iceland
I first met Deb Tidwell in the inclusive atmosphere of the Castle Conference in 2012. Even though my academic career was just starting, she immediately embraced me as an equal. I have since followed Deb’s academic scholarship, in which she integrates her teaching and administration with self-study in teacher education, as an example of how practice and scholarship become one in ontology and epistemology. Her teaching and research focus has been in literacy, multicultural and inclusive education. We collaborated on two chapters published in 2020 and 2021, that were hugely important for me. Her willingness to work on those studies with me opened new spaces of understanding and knowledge about self-study and the power that the language of visuals brings to making meaning in self-study. Doing academic work appears effortless and natural to Deb and her cheerful smile seem to permeate both working with her and the outcomes of her dedicated and thorough endeavors.
by Hafdís Guðjónsdóttir, University of Iceland
Deborah Tidwell rocks! She is an important link in the S-STEP community, both professionally and socially. Deb has been involved in the community from the beginning taking an active part in shaping and developing the S-STEP community. She is one of the key members contributing to S-STEP for conferences as a reviewer, chair, discussant, author, and editor, attending S-STEP at AERA and all Castle conferences. My first memories of Deb are from the Castle conference. While her scholarship was impressive, she stood out for her creative and nurturing use of her beautiful photos to bring attendees together professionally and socially. In her term as S-STEP SIG Chair, she again brought together our community with her photos, memories and enthusiasm. Deb has always supported and nurtured members: co-authoring, co-presenting methodology workshops, inviting them to write chapters in books she edits. Deb has made a difference in our scholarly S-STEP community. Thank you, Deb!
by Deborah Tidwell, University of Northern Iowa
My professional life grew in both measurable and immeasurable ways when I became involved with self-study research methodology. Early in my research career, my doctoral program focused on experimental research design with quantitative measures for formally testing hypotheses, manipulating independent variables to examine the effects on dependent variables. However, in 1990, when I began teaching and researching as an assistant professor in a teacher education program, my interest evolved into asking different kinds of questions, examining my own practice as a critical aspect of understanding my work as a teacher educator. And it was through self-study, and the self-study community of researchers, that I found the quality of scholarship which truly impacts my understanding of teacher education. The mentoring and support provided by this scholarly community influenced my own engagement with other researchers and informed my understanding of what it means to be an effective scholar. Openly sharing ideas, working with critical friends, problem solving ways to represent data, and engaging in thoughtful discussions of analyses processes that lead to deeper understandings of practice have been the hallmarks for me in being a part of this amazing research community.