Exploring Challenges to and from Self-Study Methodology

Novice and Expert Perspectives from a French Scholar
Living reference work entry
Part of the Springer International Handbooks of Education book series (SIHE)


In this chapter, we will use our perspectives as insiders and outsiders to each other’s research communities as a device for exploring challenges to self-study from sociolinguistic French scholarship and challenges from self-study to the same scholarship. Cécile is relatively new to self-study but an experienced researcher in sociolinguistics; Shawn is an experienced self-study researcher who is new to sociolinguistic framings originating in the Francophone academy. In this chapter, we consider our changing roles as novice and expert to analyze and interpret the ways in which the two research traditions might learn from each other and, in particular, the vulnerabilities and challenges Cécile faced engaging in collaborative self-study as an experienced researcher from other reflexive research traditions. The chapter is thus an analysis of an ongoing collaborative self-study and critical friendship that provides a critique of self-study methodology. We conclude by highlighting the role of language and power inherent in any consideration of self-study methodology and methods.


Self-study la didactique Plurilingualism Critical friendship Collaborative self-study Didactic stance Vulnerability in self-study 


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Authors and Affiliations

  1. 1.Faculty of EducationSimon Fraser UniversityBurnabyCanada
  2. 2.Faculty of EducationUniversity of CambridgeCambridgeUK

Section editors and affiliations

  • Shawn Michael Bullock
    • 1
  1. 1.University of CambridgeCambridgeUK

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