Horizons of Self-Composure: Using Poetry and Scribble-Portraits to Explore an Aesthetics of Care
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Abstract
We are teacher-educators who use poetry and drawing as ways to evoke the aesthetic dimensions of care and to encourage the expression of vulnerability and perspective-taking in ourselves and ultimately within our classrooms. This piece describes an auto-ethnographic process surrounding the exploration of teacher-writer identity through the use of “scribble-portraits” and poetry. We created self-portraits and shared poetry related to our conceptions of ourselves and of our personal and professional identities. Central insights related to how poetry and image allow for dialogue and reflection related to a productive space where new identities and aesthetic experiences can enhance the practice of teaching and learning.
Keywords: Auto-ethnography; writing identity; self-portrait; academic writing; imagery and the symbolic.
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