Teaching to learn: a self-reflective examination using narrative writing as a tool for exploration and inquiry

This thesis is an examination and exploration of the multiple roles played on route to becoming a teacher using self-reflective autoethnography and narrative writing as a tool for inquiry. In this thesis I look reflectively at my white, conservative and economically privileged constructions and consider how to craft a socially responsible art education pedagogy given the values and belief systems in place at the start of my Master's studies. Using narrative story-telling I examine the ways in which my past informs and troubles my educational journey, consider the changes my academic studies have inspired and speak honestly about the places I still struggle. I conclude with the belief that self-reflective narrative writing processes can enable and enlighten the learner about the quality and breadth of their philosophical inquiry.