Our multimodal presentation will be an exploration into the lived experiences of two educators with a shared journey of teaching a graduate course in reflexive inquiry for students enrolled in a Master of Education program. Through dialogic inquiry, we explore how our pedagogical approaches take shape in various modalities of engaging art to access reflexive consciousness. In embracing the spirit of the conference theme, we will speak to our experiences of dwelling in between the two worlds of transformative teaching and learning practices. First, we will respond to our ‘outer’ roles as emerging and experienced educators to examine our participation in the transformation of our students as we engage with reflexive inquiry with one another; and, second, we will explore our ‘inner’ worlds to reflect on the ways we are transformed by our students as we continue to learn to be responsive to their unique, individual ways of be(com)ing reflexive teachers and leaders in their own professional contexts. By integrating our reflexive narratives with stories, photography, poetry, and music as creative forms of writing post qualitative inquiry, we illustrate our shared understandings and insights into practising reflexivity as a lifelong, transformative learning process for both students and educators.
Jee Yeon Ryu completed her PhD in Curriculum Studies at The University of British Columbia, specializing in music education and arts-based research methodologies. As a pianist/teacher/researcher, she integrates a variety of artistic genres into her teaching and research practices, including music, poetry, video, stories, and creative writing. Her artistic/scholarly works are published in the Oxford University Press, Music Education Research, International Journal of Education Through Art, Poetic Inquiry: Enchantment of Place, LEARNing Landscape Journal, and Handbook of Arts-Based Research.
Ellyn has a longstanding background in innovative education practices, ranging from traditional classrooms to workplace and community partnerships and technologically supported learning. In all these contexts, she has remained intensely interested in supporting the development of students and teachers as they contribute to socially equitable and sustainable programs. Having joined academia full-time in 2011, she is Dean of the Faculty of Education. The use of critical and reflexive methodologies shape explorations within the following areas: lived and living curriculum; intersections of self and subject and their implications for teacher and learner identity; re/humanization of education; and praxis and practitioner development.