Messy Meanings and Transformative Truths: A Process-Based Study of Critical Inclusion within Collaborative Self Study Research

Abstract

This paper offers a process review of a two-year collaborative self-study (CSS) project, piloting a Critical Inclusion CSS model (CICSS). In bringing together the voices of six co-researchers, stage 1 of this project unpacked diverse experiences and insights into a simulation-based/service-user involved teaching model in child and youth care education. In stage 2 the researchers explore, through both written form and graphic narrative, the dynamics and learnings of our collaborative process. Through analysis of meeting transcripts, field notes and multi-directional interviews, we explore the potentials and implications of CICSS research.