Research Impact: In this chapter, we deliberately attempt to reframe the “self” in self-study of professional practices by focus on how “self” can be conceptualized in ways that do not equate “self” with “I.” Drawing insights from Deleuze and Guattarian’s (1987) rhizomatic philosophy, and particular the concept of assemblage, the objective was to engage with a research assemblage to investigate its function and production. We suggest that self-study researchers can decenter the researcher-self by embracing a research stance of “coming into composition” (Strom & Martin, 2017) where the researcher engages with a research assemblage to construct joint understanding of teaching and learning.
Mats Hordvik, Ann MacPhail, Deborah Tannehill & Lars Tore Ronglan (2018). Decentering the “self” in self-study of professional practices: a working research assemblage, in Kathryn Strom , Tammy Mills , Alan Ovens (ed.) Decentering the Researcher in Intimate Scholarship (Advances in Research on Teaching, Volume 31) Emerald Publishing Limited, pp.59 – 73, ISBN: 978-1-78754-636-3 eISBN: 978-1-78754-635-6