Self-Study as a Movement and Methodology for Inside-Out Educational Change: Foundations, Characteristics, and Exemplars

This chapter traces the evolution of the self-study research field since the 1990s, highlighting it as a growing force for change among education practitioners and scholars. It examines the historical backdrop of the field and identifies a set of eight interconnected characteristics through a meta-analysis of existing knowledge about self-study. This set of characteristics is proposed as an adaptable resource that can be revised and expanded. Self-studies focusing on various periods, locations, professional roles, methods, topics, and contexts are described to illustrate aspects of these characteristics. These exemplars show how self-study can contribute to research-informed educational practice by enabling self-reflexive, ethical practitioner inquiry; fostering interactive, inventive professional learning; responding critically to educational policy; and broadening educational knowledge. Overall, the chapter presents self-study as a movement and methodology for educational change from the inside out, starting with practitioners—but going far beyond them. It also emphasizes the value of extending self-study research into and across new contexts and directions.