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This manuscript-styled dissertation embodies the theoretical and methodological framework of authentic inquiry (Tobin, 2006). In the holistic context of this dissertation, authentic inquiry as a theoretical framework encompasses deep epistemological and ontological questions such as: What is knowledge and how is it informed by research? Who may engage in research? How does positivism compare to authentic inquiry? What are thorny issues and how do they relate to authentic inquiry? How do we research thorny issues in classrooms? What mindfulness practices may be used to research emotions when discussing thorny issues? How do we nuance "safety" in learning spaces where emotions are problematized? How do we push peer-reviewed, academic writing to be more inclusive of authors' emotions in the science of teaching and learning? Authentic inquiry, as a methodological framework, probes the knowledge making (research) process through the lens of critical hermeneutic phenomenology. The trajectory of questioning, in the scope of teaching and learning, is contingent and emergent on what is being problematized and the dialectal relationship of researcher | researched. The theoretical and methodological underpinnings of authentic inquiry, as it relates to my development as an emerging teacher | researcher, amalgamate in Chapter 1 as a multilevel and interpretive bricolage to contextualize sociocultural and educational phenomena in my everyday life. Authentic inquiry, adopted by Kenneth Tobin from the works on authenticity by Egon Guba and Yvonna Lincoln (1989), hinges on four methodological criterion: all participants are open to change their worldviews based on what they learn from each other, there is an obligation for participants to understand and learn from each other, there is an expectation to catalyze improvements as a result of the research, and disadvantages or power structures are addressed so that all participants | researchers are considered stakeholders. In the series of published works, Chapter 2 was the first to be peer-reviewed in 2014. While grappling with imposter syndrome and what it means for me to become a teacher | researcher, Chapter 2 shares my teaching- and learning-informed stories (vignettes and narratives), as well as that of my students attending a New York City Specialized High School. This chapter deconstructs the complexities surrounding the notion of "giftedness": first from the author's own experiences as a female scientist and person of color and second from the narratives of high school students. Considering the theoretical framework of mindsets, fixed and growth, I use learning stories to shed light on the events that emerge when an individual takes ownership of their learning. This chapter is significant in that I propose the incorporation of learning stories as an inquiry tool to explore co-teacher | learner mindsets. In terms of the chronological history of my development as a teacher | researcher, this article was the first to be self -authored, peer-reviewed, and published while I was a doctoral student. The opportunity was pivotal and helped to re-frame how I viewed myself as an academician: moving further away from a self-imposed imposter identity to that of an empowered researcher with a burden to give voice to co-participants | co-researchers. Chapters 3, 4, and 5 of the dissertation were birthed out of my participation as a co-participant | researcher in a teacher preparation program at Brooklyn College of The City University of New York. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
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