In this article, we illustrate how we have drawn on the methodology of collective biography as a way to inform our teaching practices. Collective biography offers a strategy for retrieving and reworking memories/experiences that can be used to understand subjectivity. In doing so, we utilize this work on our memories, experiences, and subjectivities as we engage in the self-study of education practice. Seeking to incorporate embodied, familial, emotional, temporal, contextual, and cognitive interpretations of past and present, we aim to make our pasts useable for our futures. We discuss the ways in which memory, experience, and reinterpretations of both as interplays among past, present, and context contribute to our reinvention of teaching practices.
BallD. W. (1976). Failure in sport. American Sociological Review, 41, 726-739.
2.
BerryA.LoughranJ. (2005). Teaching about teaching: The role of self-study. In MitchellC.WeberS.O’Reilly-ScanlonK. (Eds.), Just who do we think we are? Methodologies for autobiography and self-study in teaching (pp. 168-180). New York, NY: RoutledgeFalmer.
3.
BochnerA. (2000). Criteria against ourselves. Qualitative Inquiry, 6, 266-272.
4.
ButlerJ. (2006). Precarious life: The powers of mourning and violence. London, England: Verso.
5.
CayanusJ. L. (2004). Effective instructional practice: Using teacher self-disclosure as an instructional tool. Communication Teacher, 18, 6-9.
6.
CayanusJ. L.MartinM. M. (2008). Teacher self-disclosure: Amount, relevance, and negativity. Communication Quarterly, 56, 325-341.
7.
CayanusJ. L.MartinM. M.GoodboyA. K. (2009). The relation between teacher self-disclosure and student motives to communicate. Communication Research Reports, 26, 105-113.
8.
ClarkeA.EricksonG. (2004). The nature of teaching and learning in self-study. In LoughranJ. J.HamiltonM. L.LaBoskeyV. K.RussellT. (Eds.), International handbook on self-study of teaching and teacher education practices (pp. 41-67). Dordrecht, The Netherlands: Kluwer Academic.
9.
CliftR. T.HoustonW. R.PugachM. (Eds.). (1990). Encouraging reflective practice: An examination of issues and exemplars.New York: Teachers College Press.
10.
ConnellR. W. (1987). Gender and power: Society, the person and sexual politics. Stanford, CA: Stanford University Press.
11.
ConnellR. W. (1990). An iron man: The body and some contradictions of hegemonic masculinity. In MessnerM.SaboD. (Eds.), Sport, men, and the gender order: Critical feminist perspectives (pp. 83-95). Champaign, IL: Human Kinetics.
12.
ConnellR. W. (2005). Masculinities (2nd ed.). Berkley: University of California Press.
13.
CrossetT. (1990). Masculinity, sexuality, and the development of early modern sport. In MessnerM. A.SaboD. F. (Eds.), Sport, men and the gender order: Critical feminist perspectives (pp. 45-54). Champaign, IL: Human Kinetics.
14.
DaviesB. (2006). Subjectification: The relevance of Butler’s analysis for education. British Journal of Sociology of Education, 27, 425-438.
15.
DaviesB. (2009). Introduction. In DaviesB.GannonS. (Eds.), Pedagogical encounters (pp. 1-16). New York, NY: Peter Lang.
16.
DaviesB.BrowneJ.GannonS.HonanE.LawsC.Mueller-RockstrohB.PetersonE. (2004). The ambivalent practices of reflexivity. Qualitative Inquiry, 10, 360-389.
17.
DaviesB.DaviesC. (2007). Having, and being had by, “experience”: Or, “experience” in the social sciences after the discursive/poststructuralist turn. Qualitative Inquiry, 13, 1139-1159.
18.
DaviesB.FlemmenA. B.GannonS.LawsC.WatsonB. (2002). Working on the ground. A collective biography of feminine subjectivities: Mapping the traces of power and knowledge. Social Semiotics, 12, 291-313.
19.
DaviesB.GannonS. (2006). Doing collective biography: Investigating the production of subjectivity. Maidenhead, UK: McGraw-Hill International.
20.
DaviesB.GannonS. (2009). Pedagogical encounters. New York, NY: Peter Lang.
21.
DaviesB.GannonS. (2012). Collective biography and the entangled enlivening of being. International Review of Qualitative Research, 5, 357-576.
22.
DenzinN. (2003). Performance ethnography: Critical pedagogy and the politics of culture. Thousand Oaks, CA: SAGE.
23.
DevorH. (1997). Gender role behaviors and attitudes. In MaasikS.SolomonJ. F. (Eds.), Signs of life in the USA: Readings on popular culture for writers (4th ed., pp. 484-489). Boston, MA: Bedford Books.
24.
DeweyJ. (1938). Experience and education (Kindle 1.12.14 version). Available from http://www.amazon.com
25.
DworkinS. L.MessnerM. A. (1998). Just do . . . what? Sport, bodies, gender. In FerreeM. M.LorberJ.HessB. (Eds.), Revisioning gender (pp. 341-362). Thousand Oaks, CA: SAGE.
26.
EllisC. (2000). Creating criteria: An ethnographic short story. Qualitative Inquiry, 6, 273-277.
27.
FineM. (1994). Working the hyphens: Reinventing self and other in qualitative research. In DenzinN.LincolnY. S. (Eds.), Handbook of qualitative research (pp. 70-82). Thousand Oaks, CA: SAGE.
28.
FoucaultM. (1977). Discipline and punish: The birth of the prison. New York, NY: Pantheon Books.
29.
FoucaultM. (1978). The history of sexuality, Vol. 1: An introduction. New York, NY: Random House.
30.
GannonS. (2011). Difference as ethical encounter. Cultural Studies↔Critical Methodologies, 11, 71-75.
31.
GannonS.WalshS.ByersM.RajivaM. (2014). Deterritorializing collective biography. International Journal of Qualitative Studies in Education, 27, 181-195.
32.
GloverT. D. (2007). Ugly on the diamonds: An examination of white privilege in youth baseball. Leisure Sciences, 29, 195-208.
33.
GoldsteinG. S.BenassiV. A. (1994). The relation between teacher self-disclosure and student classroom participation. Teaching of Psychology, 21, 212-217.
34.
GonickM.WalshS.BrownM. (2011). Collective Biography and the question of difference. Qualitative Inquiry, 17, 741-749.
35.
GrimmettP. P.EricksonG. (1988). Reflection in teacher education. New York, NY: Teachers College Press.
36.
GrumetM. R. (1988). Bitter milk: Women and teaching. Amherst: University of Massachusetts Press.
37.
HaugF. (1987). Female sexualization: A collective work of memory. London, England: Verso Press.
38.
HaugF. (2008). Memory-work: A detailed rendering of the method for social science research. In HyleA. E.EwingM. S.MontgomeryD.KaufmanJ. S. (Eds.), Dissecting the mundane: International perspectives on memory-work (pp. 21-41). Toronto, Ontario, Canada: University Press of America.
39.
JacksonA. Y.MazzeiL. A. (2008). Experience and “I” in autoethnography. International Review of Qualitative Research, 1, 299-318.
40.
KaslC. (2005). If the Buddha got stuck: A handbook for change on a spiritual path. Chicago, IL: Penguin.
41.
KimmelM. S. (1990). Baseball and the reconstitution of American masculinity, 1880–1920. In MessnerM. A.SaboD. F. (Eds.), Sport, men and the gender order: Critical feminist perspectives (pp. 55-66). Champaign, IL: Human Kinetics.
42.
LaboskyV. K. (2004). The methodology of self-study and its theoretical underpinnings. In LoughranJ. J.HamiltonM. L.LaBoskeyV. K.RussellT. (Eds.), International handbook of self-study of teaching and teacher education practices (pp. 817-969). Dordrecht, The Netherlands: Kluwer Academic.
43.
LoughranJ. J. (2004). A history and context of self-study of teaching and teacher education practices. In LoughranJ. J.HamiltonM. L.LaBoskeyV. K.RussellT. (Eds.), International handbook of self-study of teaching and teacher education practices (pp. 5-39). Dordrecht, The Netherlands: Kluwer Academic.
44.
MarkulaP.FriendL. A. (2005). Remember when . . . Memory-work as an interpretive methodology for sport management. Journal of Sport Management, 19, 442-463.
45.
MarkulaP.PringleR. (2006). Foucault, sport and exercise: Power, knowledge and transforming the self. London, England: Routledge.
46.
McKayJ. (1991). No pain, no gain? Sport and Australian culture. Englewood Cliffs, NJ: Prentice Hall.
47.
MessnerM. A. (1987). The meaning of success: The athletic experience and the development of male identity. In BrodH. (Ed.), The making of masculinity: The new men’s studies (pp. 193-209). Boston, MA: Allen & Unwin.
48.
MessnerM. A. (1988). Sports and male domination: The female athlete as contested ideological terrain. Sociology of Sport Journal, 5, 197-211.
49.
MessnerM. A. (1989). Masculinities and athletic careers. Gender & Society, 3, 71-88.
50.
MessnerM. A. (1990). Boyhood, organized sports, and the construction of masculinities. Journal of Contemporary Ethnography, 18, 416-444.
51.
MessnerM. A. (2002). Taking the field: Women, men, and sport. Minneapolis: University of Minnesota Press.
52.
MitchellC.Pithouse-MorganK. (2014). Expanding the memory catalogue: Southern African women’s contributions to memory-work writing as a feminist research methodology. Agenda, 28, 92-103.
MitchellC.WeberS.O’Reilly-ScanlonK. (Eds.). (2005). Just who do we think we are? Methodologies for autobiography and self-study in teaching. London, England: RoutledgeFalmer.
55.
O’Reilly-ScanlonK. (2002). Muted echoes and lavender shadows: Memory work and self-study. In Making a difference in teacher education through self-study (pp. 74-78). East Sussex, UK: The Fourth International Conference on Self-Study of Teacher Education Practices.
56.
ParkerW. C. (2006). Public discourses in schools: Purposes, problems, possibilities. Educational Researcher, 35, 11-18.
57.
PinnegarS.HamiltonM. L. (2009). Situating self-study within the terrain of qualitative research. In PinnegarS.HamiltonM. L. (Eds.), Self-study of practice as a genre of qualitative research: Theory, methodology, and practice (pp. 47-65). Dordrecht, The Netherlands: Springer.
58.
Pithouse-MorganK.MitchellC.PillayD. (2012). Editorial: Memory and pedagogy special issue. Journal of Education, 54, 1-6.
59.
Pithouse-MorganK.van LarenL. (2015). Dialogic memory-work as a method to explore the “afterlife” of our self-study doctoral research. International Journal of Qualitative Methods, 14, 80-97.
60.
RichardsonL. (1994). Writing as a method of inquiry. In DenzinN.LincolnY. (Eds.), Handbook of qualitative research (pp. 516-529). Thousand Oaks, CA: SAGE.
RichardsonL.St PierreE. (2005). Writing: A method of inquiry. In DenzinN.LincolnY. (Eds.), The SAGE handbook of qualitative research (3rd ed., pp. 959-978). Thousand Oaks, CA: SAGE.
63.
SaboD. (1985). Sport, patriarchy, and male identity: New questions about men and sport. Arena Review, 9(2), 1-30.
64.
SamarasA. P.HicksM. A.BergerJ. G. (2004). Self-study through personal history. In LoughranJ. J.HamiltonM. L.LaBoskeyV. K.RussellT. (Eds.), International handbook of self-study of teaching and teacher education practices (pp. 905-942). Dordrecht, The Netherlands: Kluwer Academic.
65.
SchönD. A. (1983). The reflective practitioner: How professionals think in action. New York, NY: Basic Books.
66.
ScottJ. W. (2008). Experience. In JaggarA. M. (Ed.), Just methods: An interdisciplinary feminist reader (pp. 272-282). Boulder, CO: Paradigm Publishers.
67.
ShoganD. (1999). The making of high performance sport: Discipline, diversity and ethics. Toronto, Ontario, Canada: University of Toronto Press.
68.
TaguchiH. L. (2007). Deconstructing and transgressing the theory—Practice dichotomy in early childhood education. Educational Philosophy and Theory, 39, 275-290.
69.
WhitsonD. (1990). Sport in the social construction of masculinity. In MessnerM. A.SaboD. F. (Eds.), Sport, men, and the gender order: Critical feminist perspectives (pp. 19-29). Champaign, IL: Human Kinetics.
70.
WyattJ.GaleK.GannonS.DaviesB. (2011). Deleuze & collaborative writing: An immanent plane of composition. New York, NY: Peter Lang.
