Skip to main content
SpringerLink
Log in

Tracing Self-Study Research Through Biennial Castle Conferences at Herstmonceux

  • Reference work entry
  • First Online:
International Handbook of Self-Study of Teaching and Teacher Education Practices

Part of the book series: Springer International Handbooks of Education ((SIHE))

Abstract

Neither a history nor a systematic review, this chapter illuminates 3 threads that emerged in rereading some 700 papers in the proceedings of 12 biennial Castle Conferences. After an introduction to the Herstmonceux Castle Conference venue, the first theme uses the image of a home as a setting for the community of self-study scholars. Pursuing the social justice mission set by the donor of the Castle’s Bader International Study Centre venue, the second theme describes the diversity that characterizes the research papers found in the proceedings, both among the researchers themselves and in the teaching practices they use for and with diverse learners. The third theme, facing outward from, and then inward to, the Castle Conferences, examines issues of the legitimacy of self-study as a research method. The chapter ends with an invitation to self-study researchers to push beyond current boundaries to keep self-study growing into the future.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 499.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Hardcover Book
USD 699.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Similar content being viewed by others

References

  • Abi-Hanna, R., Abrams, L., Brubaker, N. D., Clemans, A., Coia, L., Dacey, C. et al. (2014). Given our past, what is our future? An interactive dialogue on gender, feminism and queer theory in self-study. In D. Garbett & A. Ovens (Eds.), Changing practices for changing times: Past, present and future possibilities for self-study research. Proceedings of the tenth international conference on Self-study of teacher education practices, Herstmonceux Castle, East Sussex, England (pp. 17–19). Auckland: University of Auckland.

    Google Scholar 

  • Allender, D. S., & Allender, J. (1996). Marrying practice and theory: Leading, voice, listening, resistance. In J. Richards & T. Russell (Eds.), Empowering our future in teacher education. Proceedings of the first international conference on Self-study of teacher education practices, Herstmonceux Castle, East Sussex, England (pp. 13–15). Kingston: Queen’s University.

    Google Scholar 

  • Allender, J., & Allender, D. (2008). Preparing teachers for a world that cannot be imagined: Pathways to change. In M. Heston, D. Tidwell, K. East & L. Fitzgerald (Eds.), Pathways to change in teacher education: Dialogue, diversity, and self-study. Proceedings of the seventh international conference on Self-study of teacher education practices, Herstmonceux Castle, East Sussex, England (pp. 14–17). Cedar Falls: University of Northern Iowa.

    Google Scholar 

  • Arizona Group, Pinnegar, S., Guilfoyle, K., Hamilton, M. L., & Placier, P. (1994). Conversations with distant colleagues: Initiations into the academy. In R. Martin (Ed.), Transforming the academy: Struggles and strategies for the advancement of women in higher education (pp. 39–50). Earlene: Graymill Corporation.

    Google Scholar 

  • Barak, J., Tuval, S., Turniasky, B., Glassner, A., & Arafat, A. (2016). Heard and unheard voices in a multicultural teacher education environment. In D. Garbett & A. Ovens (Eds.), Enacting self-study as methodology for professional inquiry (pp. 353–360). Herstmonceux: S-STEP.

    Google Scholar 

  • Bass, L. (2002) Self-study and issues of privilege and race. In C. Kosnik, A. Freese & A. P. Samaras (Eds.), Making a difference in teacher education through self-study. Proceedings of the fourth international conference on Self-study of teacher education practices, Herstmonceux Castle, East Sussex, England (pp. 20–25). Toronto: OISE/UT.

    Google Scholar 

  • Bullock, S., & Russell, T. (2006). Team teaching as self-learning: Learning and re-learning how we help people learn to teach. In L. Fitzgerald, M. Heston, & D. Tidwell (Eds.), Collaboration and community: Pushing boundaries through self-study. Proceedings of the sixth international conference on Self-study of teacher education practices, Herstmonceux Castle, East Sussex, England (pp. 46–49). Cedar Falls: University of Northern Iowa.

    Google Scholar 

  • Bullough, R. V., Jr. (2016). Foreword. In J. Williams & M. Hayler (Eds.), Professional learning through transitions and transformations. Teacher educators’ journeys of becoming (pp. v–x). Cham: Springer.

    Google Scholar 

  • Butler, B. (2016). Navigating the pre-tenure review process: Experiences of a self-study researcher. In D. Garbett & A. Ovens (Eds.), Enacting self-study as methodology for professional inquiry (pp. 241–248). Herstmonceux: S-STEP.

    Google Scholar 

  • Childs, K. (2006). Diving in. In L. Fitzgerald, M. Heston, D. Tidwell (Eds.), Collaboration and community: Pushing boundaries through self-study. Proceedings of the sixth international conference on Self-study of teacher education practices, Herstmonceux Castle, East Sussex, England (pp. 50–54). Cedar Falls: University of Northern Iowa.

    Google Scholar 

  • Cole, A., & Knowles, G. (1996). The politics of epistemology and the self-study of teacher education practices. In J. Richards & T. Russell (Eds.), Empowering our future in teacher education. Proceedings of the first international conference on Self-study of teacher education oractices, Herstmonceux Castle, East Sussex, England (pp. 68–74). Kingston: Queen’s University.

    Google Scholar 

  • Constable, S., Weiss, A., Fayne, H., Ryan, P., & Ortquist-Ahrens, L. (2008). Connections and boundaries: Exploring culturally responsive pedagogy in our own classrooms. In M. Heston, D. Tidwell, K. East & L. Fitzgerald (Eds.), Pathways to change in teacher education: Dialogue, diversity, and self-study. Proceedings of the seventh international conference on Self-study of teacher education practices, Herstmonceux Castle, East Sussex, England (pp. 72–76). Cedar Falls: University of Northern Iowa.

    Google Scholar 

  • Dalmau, M. C., Guðjónsdóttir, H., & Tidwell, D. (2017). Taking a fresh look at education: Framing professional learning in education through self-study. Rotterdam: Sense.

    Book  Google Scholar 

  • Denzin, N. K., & Lincoln, Y. S. (Eds.). (1994). Handbook of qualitative research. Thousand Oaks: Sage.

    Google Scholar 

  • East, K., Fitzgerald, L. M., & Heston, M. (2009). Talking teaching and learning: Using dialogue in self-study. In D. Tidwell, M. Heston, & L. M. Fitzgerald (Eds.), Research methods for the self-study of practice (pp. 55–72). Berlin: Springer.

    Chapter  Google Scholar 

  • Eisner, E., & Peshkin, A. (Eds.). (1990). Qualitative inquiry in education: The continuing debate. New York: Teachers College Press.

    Google Scholar 

  • Feldman, A. (2000). Searching for lost time: Time, teacher education, and the Millennium. In J. Loughran & T. Russell (Eds.), Exploring myths and legends of teacher education. Proceedings of the third international conference on Self-study of teacher education practices, Herstmonceux Castle, East Sussex, England (pp. 61–65). Kingston: Queen’s University.

    Google Scholar 

  • Fitzgerald, L. M. (2004). My “I’m a racist” story: Why don’t I tell it more often? In L. M. Fitzgerald, M. L. Heston, & D. L. Tidwell (Eds.), Collaboration and community: Pushing boundaries through self-study. Proceedings of the fifth international conference on Self-study of teacher education practices, Herstmonceux Castle, East Sussex, England (pp. 108–112). Cedar Falls: University of Northern Iowa.

    Google Scholar 

  • Forgasz, R., & Loughran, J. (2018). Presenter and audience: The two selves who go public in self-study research. In D. Garbett & A. Ovens (Eds.), Pushing boundaries and crossing borders: Self-study as a means for researching pedagogy (pp. 369–376). Herstmonceux: S-STEP.

    Google Scholar 

  • Freese, A. R., & Makaiau, A. S. (2012) Negotiating our diverse multicultural landscape through self-study and our students’ voices. In J. R. Young, L. B. Erickson & S. Pinnegar (Eds.), Extending inquiry communities: Illuminating teacher education through self-study. Proceedings of the ninth international conference on Self-study of teacher education practices, Herstmonceux Castle, East Sussex, England (pp. 114–117). Provo: Brigham Young University.

    Google Scholar 

  • Garbett, D. (2012). Promotion via teaching distinction: Developing resilience for a track less travelled. In J. Young, L. Erickson & S. Pinnegar (Eds.), Extending inquiry communities: Illuminating teacher education through self-study. Proceedings of the ninth international conference on Self-study of teacher education practices, Herstmonceux Castle, East Sussex, England (pp. 122–125). Provo: Brigham Young University.

    Google Scholar 

  • Garbett, D., & Ovens, A. (2018). Fifth columnists: Pushing boundaries and crossing borders. In D. Garbett & A. Ovens (Eds.), Pushing boundaries and crossing borders: Self-study as a means for researching pedagogy (pp. 13–16). Herstmonceux: S-STEP.

    Google Scholar 

  • Griffiths, M. (2000). ‘Nothing grand’: Small tales and working for social justice. In J. Loughran & T. Russell (Eds.), Exploring myths and legends of teacher education. Proceedings of the third international conference on Self-study of teacher education practices, Herstmonceux Castle, East Sussex, England (pp. 95–99). Kingston: Queen’s University.

    Google Scholar 

  • Griggs, T. A., & Tidwell, D. (2012). Teaching online to affect learner change: On the challenges of teaching to foster multicultural awareness. In J. R. Young, L. B. Erickson & S. Pinnegar (Eds.), Extending inquiry communities: Illuminating teacher education through self-study. Proceedings of the ninth international conference on Self-study of teacher education practices, Herstmonceux Castle, East Sussex, England (pp. 147–150). Provo: Brigham Young University.

    Google Scholar 

  • Guidry, J., & Corbett-Whittier, C. (2000). Challenging bias: Confronting stereotypes through self-study. In J. Loughran & T. Russell (Eds.), Exploring myths and legends of teacher education. Proceedings of the third international conference on Self-study of teacher education practices, Herstmonceux Castle, East Sussex, England (pp. 100–103). Kingston: Queen’s University.

    Google Scholar 

  • Hamilton, M. L. (1998). The Tinkerbell tenet of teaching: Using self-study to explore the power of beliefs and issues of diversity. In A. Cole & S. Finley (Eds.), Conversations in community. Proceedings of the second international conference on Self-study of teacher education practices, Herstmonceux Castle, East Sussex, England (pp. 117–121). Kingston: Queen’s University.

    Google Scholar 

  • Hamilton, M. L. (2000). Change, social justice, & reliability: Reflections of a secret (change) agent. In J. Loughran & T. Russell (Eds.), Exploring myths and legends of teacher education. Proceedings of the third international conference on Self-study of teacher education practices, Herstmonceux Castle, East Sussex, England (pp. 109–112). Kingston: Queen’s University.

    Google Scholar 

  • Hamilton, M. L., & Pinnegar, S. (2016). Deleuzinal moments. Presentation at the Eleventh international conference on Self-study of teacher education practices, Herstmonceux Castle, East Sussex, England.

    Google Scholar 

  • Hamilton, M. L., LaBoskey, V. Loughran, J., & Russell, T. (1998). Have five years of self-study changed teacher education? Artifacts of our personal development as teacher educators. In A. Cole & S. Finley (Eds.), Conversations in community. Proceedings of the second international conference on Self-study of teacher education practices, Herstmonceux Castle, East Sussex, England (pp. 1–5). Kingston: Queen’s University.

    Google Scholar 

  • Haniford, L., & Pence, P. (2016). A constant state of beginning: Tensions between personal and programmatic agency and external demands and constraints. In D. Garbett & A. Ovens (Eds.), Enacting self-study as methodology for professional inquiry. Herstmonceux: S-STEP.

    Google Scholar 

  • Johnson, K. (1998). How can I use drama for action research with students with severe, profound and multiple learning difficulties? In A. L. Cole & S. Finley (Eds.), Conversations in community. Proceedings of the second international conference on Self-study of teacher education practices. Herstmonceux Castle, East Sussex, England (pp. 122–126). Kingston: Queen’s University.

    Google Scholar 

  • LaBoskey, V. K. (2004). The methodology of self-study and its theoretical underpinnings. In J. J. Loughran, M. L. Hamilton, V. K. LaBoskey, & T. Russell (Eds.), International handbook of self-study of teaching and teacher education practices (Vol. 1, pp. 817–869). Dordrecht: Kluwer.

    Chapter  Google Scholar 

  • Lagemann, E. C. (2000). An elusive science: The troubling history of educational research. Chicago: University of Chicago Press.

    Google Scholar 

  • Lather, P. (1986). Issues of validity in openly ideological research: Between a rock and a soft place. Interchange, 17(4), 63–84.

    Article  Google Scholar 

  • Lighthall, F. (2004). Fundamental features and approaches of the S-STEP enterprise. In J. Loughran, M. Hamilton, V. LaBoskey, & T. Russell (Eds.), International handbook of self-study of teaching and teacher education practices (pp. 193–245). Dordrecht: Kluwer.

    Chapter  Google Scholar 

  • Loughran, J. J. (2004). A history and context of self-study of teaching and teacher education practices. In J. Loughran, M. Hamilton, V. LaBoskey, & T. Russell (Eds.), International handbook of self-study of teaching and teacher education practices (pp. 7–39). Dordrecht: Kluwer.

    Chapter  Google Scholar 

  • Loughran, J. J. (2008). Seeking knowledge for teaching teaching: Moving beyond stories. In M. Heston, D. Tidwell, K. East & L. Fitzgerald (Eds.), Pathways to change in teacher education: Dialogue, diversity, and self-study. Proceedings of the seventh international conference on Self-study of teacher education practices, Herstmonceux Castle, East Sussex, England (pp. 218–221). Cedar Falls: University of Northern Iowa.

    Google Scholar 

  • Loughran, J., Hamilton, M., LaBoskey, V., & Russell, T. (Eds.). (2004). International handbook of self-study of teaching and teacher education practices. Dordrecht: Kluwer.

    Google Scholar 

  • McNeil, B. (2010). From library bun to dreadlocks: The emergence of an African-Canadian teacher educator in western Canada. In L. B. Erickson, J. R. Young & S. Pinnegar (Eds.), Navigating the public and the private: Negotiating the diverse landscape of teacher education. Proceedings of the eighth international conference on Self-study of teacher education practices, Herstmonceux Castle, East Sussex, England (pp. 160–163). Provo: Brigham Young University.

    Google Scholar 

  • McNiff, J. (1996). The other side of silence: Toward a theory of listening. In J. Richards & T. Russell (Eds.), Empowering our future in teacher education. Proceedings of the first international conference on Self-study of teacher education practices, Herstmonceux Castle, East Sussex, England (pp. 1–4). Kingston: Queen’s University.

    Google Scholar 

  • Mena, J., & Russell, T. (2017). Collaboration, multiple methods, trustworthiness: Issues arising from the 2014 international conference on Self-study of teacher education practices. Studying Teacher Education, 13(1), 105–122.

    Article  Google Scholar 

  • Mullholland, V. (2006). Conscious of my fictions: Teaching English in a settler-invader culture. In L. Fitzgerald, M. Heston & D. Tidwell (Eds.), Collaboration and community: Pushing boundaries through self-study. Proceedings of the sixth international conference on Self-study of teacher education practices, Herstmonceux Castle, East Sussex, England (pp. 194–197). Cedar Falls: University of Northern Iowa.

    Google Scholar 

  • Nicol, C., & Korteweg, L. (2010). Braiding teacher lives into relation: The steps and dilemmas of culturally responsive teacher education in Canada. In L. B. Erickson, J. R. Young & S. Pinnegar (Eds.), Navigating the public and the private: Negotiating the diverse landscape of teacher education. Proceedings of the eighth international conference on Self-study of teacher education practices, Herstmonceux Castle, East Sussex, England (pp. 183–187). Provo: Brigham Young University.

    Google Scholar 

  • Richards, J., & Russell, T. (1996). Introduction to the Proceedings. In J. Richards & T. Russell (Eds.), Empowering our future in teacher education. Proceedings of the first international conference on Self-study of teacher education practices, Herstmonceux Castle, East Sussex, England (pp. vi–vii). Kingston: Queen’s University.

    Google Scholar 

  • Rist, R. C. (1982). On the application of ethnographic inquiry to education: Procedures and possibilities. Journal of Research in Science Teaching, 19, 439–450.

    Article  Google Scholar 

  • Russell, T. (1997). Teaching teachers: How I teach IS the message. In J. Loughran & T. Russell (Eds.), Teaching about teaching: Purpose, passion and pedagogy in teacher education (pp. 32–47). London, UK: Falmer Press.

    Google Scholar 

  • Russell T., & Upitis, R. (1996). Building a teacher education community: Combining electronic mail with face-to-face interactions. In J. Richards & T. Russell (Eds), Empowering our future in teacher education. Proceedings of the first international conference on Self-study of teacher education practices, Herstmonceux Castle, East Sussex, England (pp. 137–142). Kingston: Queen’s University.

    Google Scholar 

  • Samaras, A., Pithouse-Morgan, K., Chisanga, T., Connolly, J., Constantine, L., Meyiwa, T., Smith, L., & Timm, D. (2016). Networkism: Dialoguing about co-facilitating transdisciplinary self-study professional learning communities. In D. Garbett & A. Ovens (Eds.), Enacting self-study as methodology for professional inquiry (pp. 163–170). Herstmonceux: S-STEP.

    Google Scholar 

  • Senese, J., Fagel, L., Gorelski, J., & Swanson, P. (1998). Teacher self-study: Classroom practitioners’ perspectives on the merits of the Action Research Laboratory experience. In A. L. Cole & S. Finley (Eds.), Conversations in community. Proceedings of the second international conference on Self-study of teacher education practices. Herstmonceux Castle, East Sussex, England (pp. 127–130). Kingston: Queen’s University.

    Google Scholar 

  • Spraggins, T. (2004). A self-study on internalized racism and educational discourse. In L. M. Fitzgerald, M. L. Heston, & D. L. Tidwell (Eds.), Collaboration and community: Pushing boundaries through self-study. Proceedings of the fifth international conference on Self-study of teacher education practices, Herstmonceux Castle, East Sussex, England (pp. 225–228). Cedar Falls: University of Northern Iowa.

    Google Scholar 

  • Taylor, M., Ayari, C., Kintish, R., Jedick, N., Lemley, J. Lormand, K., Tanis, J., & Weinstein, L. (2018). Using self-study to push binary boundaries and borders: Exploring gender and sexuality in teacher education. In D. Garbett & A. Ovens (Eds), Pushing boundaries and crossing borders: Self-study as a means for researching pedagogy (pp. 229–236). Herstmonceux: S-STEP.

    Google Scholar 

  • Tidwell, D. (2000). A balancing act: Self-study in valuing the individual student. In J. Loughran & T. Russell (Eds.), Exploring myths and legends of teacher education. Proceedings of the third international conference on Self-study of teacher education practices, Herstmonceux Castle, East Sussex, England (pp. 238–242). Kingston: Queen’s University.

    Google Scholar 

  • Trumbull, D. J. (1996). Student responses to my journal. In J. Richards & T. Russell (Eds.), Empowering our future in teacher education. Proceedings of the first international conference on Self-study of teacher education practices, Herstmonceux Castle, East Sussex, England (pp. 143–146). Kingston: Queen’s University.

    Google Scholar 

  • Tudball, L. (2004). Listening and responding to the views of my students: Are they ready to teach in a diverse world? Risking self-study of the internationalization of teacher education. In L. M. Fitzgerald, M. L. Heston, & D. L. Tidwell (Eds.), Collaboration and community: Pushing boundaries through self-study. Proceedings of the fifth international conference on Self-study of teacher education practices, Herstmonceux Castle, East Sussex, England (pp. 250–254). Cedar Falls: University of Northern Iowa.

    Google Scholar 

  • Turniansky, B., Tuval, S., & Friling, D. (2018). Willing to walk in the storm: A self-study of a multicultural team searching for a multicultural pedagogy. In D. Garbett & A. Ovens (Eds.), Pushing boundaries and crossing borders: Self-study as a means for researching pedagogy (pp. 221–227). Herstmonceux: S-STEP.

    Google Scholar 

  • Vavrus, M. (2004) Teacher identity formation in a multicultural world. In L. M. Fitzgerald, M. L. Heston, & D. L. Tidwell (Eds.), Collaboration and community: Pushing boundaries through self-study. Proceedings of the fifth international conference on Self-study of teacher education practices, Herstmonceux Castle, East Sussex, England (pp. 255–259). Cedar Falls: University of Northern Iowa.

    Google Scholar 

  • Whitehead, J. (2000). Legitimising living standards of practice and judgement: How do I know that I have influenced you for good? In J. Loughran & T. Russell (Eds.), Exploring myths and legends of teacher education. Proceedings of the third international conference on Self-study of teacher education practices, Herstmonceux Castle, East Sussex, England (pp. 252–256). Kingston: Queen’s University.

    Google Scholar 

  • Zeichner, K. (2007). Accumulating knowledge across self-studies in teacher education. Journal of Teacher Education, 58(1), 36–46.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Faculty of Education, The University of Auckland, Auckland, New Zealand

    Dawn Garbett

  2. Department of Curriculum and Instruction, University of Northern Iowa, Cedar Falls, IA, USA

    Linda May Fitzgerald

  3. Faculté d’éducation, Université de Sherbrooke, Sherbrooke, QC, Canada

    Lynn Thomas

Authors
  1. Dawn Garbett
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Linda May Fitzgerald
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Lynn Thomas
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Dawn Garbett .

Editor information

Editors and Affiliations

  1. Faculty of Education, Brock University, Hamilton, ON, Canada

    Julian Kitchen

  2. Faculty of Education, Monash University, Clayton, VIC, Australia

    Amanda Berry

  3. Faculty of Education, University of Cambridge, Cambridge, UK

    Shawn Michael Bullock

  4. College of Education, Health and Human Services, Kent State University, Kent, OH, USA

    Alicia R. Crowe

  5. Department of Educational Foundations, Montclair State University, Montclair, NJ, USA

    Monica Taylor

  6. School of Education, University of Iceland, Reykjavik, Iceland

    Hafdís Guðjónsdóttir

  7. Faculté d’éducation, Université de Sherbrooke, Sherbrooke, QC, Canada

    Lynn Thomas

Section Editor information

  1. No affiliation provided

    Amanda Berry

Rights and permissions

Reprints and permissions

Copyright information

© 2020 Springer Nature Singapore Pte Ltd.

About this entry

Check for updates. Verify currency and authenticity via CrossMark

Cite this entry

Garbett, D., Fitzgerald, L.M., Thomas, L. (2020). Tracing Self-Study Research Through Biennial Castle Conferences at Herstmonceux. In: Kitchen, J., et al. International Handbook of Self-Study of Teaching and Teacher Education Practices. Springer International Handbooks of Education. Springer, Singapore. https://doi.org/10.1007/978-981-13-6880-6_2

Download citation

Publish with us

Policies and ethics

Search

Navigation