Migration of identity of a counsellor educator: using writing as a method of inquiry to explore the in-between spaces

Abstract

This paper examines the space between familiar and new storying of professional identity in the author's migration from counsellor/psychologist to lecturer/ researcher. Value is given to reflecting on the complexities and multiplicities which exist in this in-between space, particularly at points of difference and discomfort. Reflective practices of writing as inquiry and autoethnography are used to examine this migration of professional identity and are suggested as useful processes for undertaking socially responsive research. In this context, writing as inquiry and subsequent meaning-making/deconstruction leads me to places not yet known, and gives per(form)ance to the complex and multiple possibilities that open up in this process. The benefit of autoethnographic writing and meaning-making as a pre-cursor to participant-observation research is also discussed.

Professional identity research in the health professions—a scoping review

“…Supporting professional identity development and maintenance in relation to boundary crossing was also a reason for research involving professional identity. Boundary crossing included into new roles or sub-specialities (9) (Barraclough, 2014 ; Carra et al, 2017 ; Carrillo & Rubel, 2019 ; Chan et al, 2018 ; Croft et al, 2015a , 2015b ; Hazen et al, 2018 ; Hedenskog et al, 2017 ; Hercelinskyj et al, 2014 ) and into academia (4) (Ennals et al, 2016 ; Findlow, 2012 ; Smith & Boyd, 2012 ; Stone et al, 2002 ). Twenty-five studies (16%) were concerned with understanding the experience or perception of professional identity (9) (Elvey et al, 2013 ; Fagermoen, 1997 ; Kantek & Şimşek, 2017 ; Kluijtmans et al, 2017 ; MacIntosh, 2002 , 2003 ; Ngai, 2007 ; Niemi & Paasivaara, 2007 ; Peter et al, 2018 ), its construction or influences on its development (9) (Chow et al, 2018 ; Dombeck, 2003 ; Estrella, 2010 ; Fagermoen, 1995 ; Fitzgerald & Teal, 2004 ; Hinojosa, 2012 ; Hinojosa & Carney, 2016 ; Kumpusalo et al, 1994 ; Real et al, 2009 ), the role of the organisational identity in professional identity (4) (Barbour & Lammers, 2015 ; Chang, 2012 ; Curtis & Day, 2013 ; Salvatore et al, 2018 ); and the role of emotion (1) (Cascón-Pereira & Hallier, 2012 ).…”

“…Ten studies were categorised as Poststructural and Critical and included discursive construction of professional identity (4) (Apker & Eggly, 2004 ; Mackay & Zufferey, 2015 ; Real et al, 2009 ; Schubert et al, 2020 ), Bourdieu’s Habitus (1) (O’Shea & McGrath, 2019 ), Anzaldúa's ( 1987 ) Borderlands Theory (2) (Hinojosa, 2012 ; Hinojosa & Carney, 2016 ), Performance Studies (1) (Chow et al, 2018 ), Sociopolitical Professional Identity (1) (Motoike, 2003 ), Robert’s ( 2000 ) Model of Identity Development and Oppressed Group Behaviour (1) (Birks et al, 2010 ). Seven studies were classified under the Narrative heading and included Narrative Identity—dialogic (3) (Barone & Lazzaro-Salazar, 2015 ; Kluijtmans et al, 2017 ; Morriss, 2014 ), Narrative identity theory (1) (Divall, 2015 ), Narrative identity (moral Identity) (1) (Peter et al, 2018 ) and narrative identity—‘thick social relational focus’ or performative perspective (Barraclough, 2014 ) and generally a narrative approach (not defined) (Berghout et al, 2020 ). Four studies used theories or frameworks categorised under Individual including a developmental perspective (1) (Fitzpatrick, 2004 ), Possible Selves (1) (Bartlett, 2008 ) and one each encompassing learning frameworks of identity related to the individual—Mezirow’s Phases of Transformative Learning (Sawatsky et al, 2018 ) and Illeris’ Transformative Learning and Identity theory (Owens, 2018 ).…”