Researcher Positionality
This research is informed through engagement in global networks (Global OER Graduate Network (GO-GN), UNESCO Open Education for a Better World (OE4BW), Open/Education Technology, Society and Scholarship Association (OTESSA). This research is enhanced by cross-border collaborations (Virtually Connecting; International Society for Technology in Education (ISTE) Inclusive Learning Network), and explorations in open educational spaces (Ontario Extend, Ontario Open Education Fellows, Creative Commons, 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). 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).