Reflections on Learning Through and From Intimate Scholarship

Authors

Kathleen Nolan, University of Regina
Lindsay M. Keazer, Sacred Heart UniversityFollow

Document Type

Book Chapter

Publication Date

2025

Abstract

Through the narrative findings generated from intimate scholarship (IS), readers can learn with and from these scholars about experiences that have deepened their understandings of aspects of their teaching practice. In this chapter, we begin by situating ourselves as authors and mathematics teacher educator researchers. This is followed by a discussion of the ways that the authors in this collection have positioned their IS work – methodologically, theoretically, and analytically. We then draw on a self-study lens to reflect on each chapter, sharing aspects of our own scholarly work which were activated and processed with new perspectives through reading the chapters in this book. We close by highlighting how each of the authors in this collection successfully invited us to grow and learn alongside them.

Comments

Part of the series, Advances in Research on Teaching, 49

eISBN: 9781835496244 

ISBN: 9781835496251

DOI

10.1108/S1479-368720250000049010

Recommended Citation

Nolan, K., & Keazer, L.  (2025).   Reflections on learning through and from intimate scholarship.  In E.  Suazo-Flores, S.E. Kastberg, M. Grant, O. Chapman (Eds.), Mathematics teacher educators’ intimate scholarship: Being, knowing, and ethics (pp. 159-173).  Emerald Publishing.  Doi:  10.1108/S1479-368720250000049010