We are teacher educators who facilitate transdisciplinary self-study research in our home countries of South Africa and the United States of America. We have worked individually and with others to guide communities of university educators and graduate students interested in self-study research. We understand this transdisciplinary, transnational, and transcultural work as polyvocal professional learning. Central to our work has been cultivating co-creativity (collective creativity). This chapter provides an overview of co-creativity in collaborative self-study practice and scholarship. Then we step back to explore and express through tapestry poetry and dialogue what we have learned along the way about polyvocal co-creativity in collaborative self-study. We demonstrate our self-study process to serve as an exemplar and consider what our work offers to others. The chapter shows how creative engagement in the company of diverse others can generate new ways of knowing self, with broader implications for educational and social change. Polyvocal co-creativity allows us to see others, our work, and ourselves in ways we could not see otherwise. As we collectively take the risk of exploring innovative methods, we can expand the possibilities for more fruitful learning and change the status quo for professional knowledge and practice globally.
Pithouse-Morgan, K., & Samaras, A. P. (2022). “Risky, rich co-creativity”: Weaving a tapestry of polyvocal collective creativity in collaborative self-study. In B. M. Butler, & S. M. Bullock (Eds.), Learning through collaboration in self-study: critical friendship, collaborative self-study, and self-study communities of practice (203-217). Springer (part of Springer Nature). https://doi.org/10.1007/978-981-16-2681-4_15