Media and digital literacies in Canadian teacher educators’ open educational practices: A post-intentional phenomenology

Researcher Positionality

This research is grounded in my experiences in education, as well as my extensive background as an elementary school educator. I bring my own lived experiences as an open educator, teacher educator, teacher of critical media and digital literacies, and novice researcher to this dissertation work. This research is informed through my engagement in global networks such as the Global OER Graduate Network (GO-GN), UNESCO Open Education for a Better World, and the Open/Education Technology, Society and Scholarship Association. This research is enhanced by cross-border collaborations within Virtually Connecting and the International Society for Technology in Education Inclusive Learning Network, as well as my explorations in open educational spaces such as Ontario Extend, Ontario Open Education Fellows, Creative Commons, and Mozilla Open Leaders. These places and spaces inform and shape this dissertation research.

          My positionality as a new researcher is supported by my academic persona as a scholarly writer and media-making educator. This post-intentional phenomenological (P-IP) research (Vagle, 2018; Valentine et al., 2018) applies crystallization methodologies (Ellingson, 2009, 2015) to explore teacher educators’ stories of becoming, as revealed in their hupomnemata (Foucault, 1988; Weisgerber & Butler, 2016) and through their interview conversations.  In this research, I explicate how these lived experience stories and artifacts, as shared by participating Canadian TEds, are gathered and become offerings of research data, since “everything that shows, offers” (Rocha, 2015, p. 6, emphasis in original).

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