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From the standpoint of a novice researcher, the author has examined how blogging as a literacy practice enables one to explore and understand self in relation to analysing data and making meaning. The purpose of this paper is to discuss how blogging can be used as a reflective and critical tool and explore the notion of blogging as transgressive, or stumble data.

The theoretical underpinnings of blogging as a literate critical practice are congruent with the work of Freire. Thinking about research through this paradigm thus becomes transformative because it enables one to do data differently. This paper also considers and interrogates different approaches to the analysis of data, and frames blogging as a way to inquire more subjectively.

In this paper, blogging is represented as uncoded data; a concurrent and seemingly unstructured method of analysis. To this end, the definition of data is questioned in terms of what is legitimate, and what counts. Subjectivity puts blogging into a relevant context, as one’s positioning and experiences become a layered foundation upon which to understand one’s research more closely and meaningfully. Self-representation is deeply entwined with self-documentation, which can enable the identity of the writer/researcher to attain greater definition.

Flirting with data in unconventional ways and inhabiting a space of unknowing enabled original thinking and creative processes to enter the research space. Reading and writing are framed as methods of inquiry and analysis that are separate, or an alternative, to coding data.

The purpose of this paper is to reflect on the effects of COVID-19 on teachers' pedagogical approaches, and how this has consequences for student learning.

This paper explores the impact of COVID-19 through teachers' experiences, perceptions from a critical cultural perspective. The paper draws on preservice and graduate teachers' narrative reflections as articulated through Instagram posts.

This paper articulates a comparison between the concept of Sturm und Drang and the contemporary landscape of teaching and learning remotely as a result of COVID-19 lockdown restrictions and limitations.

The data upon which this paper is based were limited to five participants' accounts taken from the teacherwhispers Instagram site. They indicate relevant themes but are not representative of the overall phenomenon that COVID-19 has generated.

This paper is representative of the particular elements encountered when drawing upon an online-based methodological approach. It suggests the productive affordances of technology for narrating lived experience in a professional context.

Retelling embodied narratives can be a fraught affair. This paper brings together associative experiences of COVID-19 to draw together individual stories to narrate a collective experience.

This paper addresses a dynamically evolving phenomenon. As such, it is highly original and explores dilemmas, situations and implications that have not previously been addressed.

The Instagram site, teacherwhispers, was created as part of a qualitative research project that chronicled the stories and lived experience of preservice and graduate teachers. Since 2020, the purpose of the study was to identify themes connected to the participants' experiences of current trends in education. The intent was to situate the research as a critical interruption into the bigger political discourses surrounding education. The study sought to question why pedagogical practices are increasingly being positioned and located for political and economic reasons and to frame the questions of how we emerge as teachers in specific moments in time.

The methodology employed in the project was ethnographic and narrative-based, representing stories of teachers and teaching. Ethnography as embodiment contributes to an evocative portrayal of the participants' experiences. Teacher stories can be used to progress understandings of schools and schooling and play an important role in reflecting upon and learning from experience.

The selection of posts from teacherwhispers have brought into sharp focus the broad range of difficulties and rewards that are inherent in teaching. The site has been a microcosm of current issues in education. As a problematic and uncomfortable site of public pedagogy, it has been a site for sharing the realities, specificities and challenges of situatedness. The places where teachers work within their respective communities are highly diverse and can be a source of pressure both professionally and personally. Consequently, in the analysis of teacherwhispers, generalisations have been avoided.

As a repository of data for research, a public online site has its challenges; research is meant to be generalisable but in teaching each setting is unique and generalisations can be problematic. Sites of public pedagogy for teachers tend to be kaleidoscopic representations: diverse locations, groups, interests and disciplines. They are a stark reminder to be sceptical of accepting the statement, “research tells us” without questioning the positioning and biases that are inherently at play.

Practical elements of the project have included navigating a public online space for the dissemination of data.

Created in the spirit of problematising the methodology of public pedagogy, the online space at the centre of this project eventuated into something of a definition of what can be problematic in defining teachers' spaces of connection. The site was a place where opinions were expressed in confidentiality and that problematised methodology by putting into question what that methodology may be in a public sphere. What came forth as a result of putting methodology at the centre, rather than a definite answer, was unpredictability.

The online space has been an original place to display unanalysed data. The willingness to tell stories through an intermediary was juxtaposed by the public readership's unwillingness to engage with the stories, which would have meant exposing their identity. The online space is one that is increasingly relevant in public sharing and communications relating to communities of practice. This research is a critical interruption to the bigger political discourses in education. It questions why pedagogical practices are increasingly politicised. The project has been significant in mapping the stories of emerging educators at a time of unprecedented pedagogical change.

The purpose of this paper is to explore the role of the participant in narrative research. Rather than a passive and static element, the participant often adds a vibrant, evolving and independent dimension to the process.

The focus of this type of methodology is creative and unpredictable. Featured in the paper is the use of ethnographic fiction to examine and represent themes emerging from the data.

The participant’s contribution to narrative research introduces an unexpected quantity to the findings, which can redefine how questions, perspectives and direction of the research are framed.

The research process can be viewed as a reciprocal event, a space where both researcher and participant co-exist, redefine understandings and contribute to findings in collaboration. This process relies heavily on relationships, and may be impaired if participant and researcher do not develop a suitable rapport.

This particular methodology can be unpredictable. As a creative process that depends on the development of sound personal relationships between participant and researcher, reliance on the researcher’s insight, ingenuity and resourcefulness is essential.

This paper focuses on the participant as equal protagonist in the research process. It seeks to view the research process differently, highlighting how and why narrative research can be a significant journey of growth and discovery for the participant as well as for the researcher.

Arts-based methodologies in qualitative research are still in a phase of exploration. The use of fiction writing in narrative research is a powerful way to explore issues in a way that connects researcher, participant and audience in meaningful discourse.