Don't take me for a fool! Identity negotiation between teachers who use art-based methods
Research has dedicated wide attention to the concept of identity work (Brown, 2015; Caza, et al., 2018; Coupland et al., 2012), illustrating its dynamics, triggers and outcomes. Through these processes, individuals engage in making sense of their identities by endeavoring different patterns of actions, from maintaining their identities to reframing and reassembling them (Alvesson et al., 2002; Petriglieri et al., 2012; Beech, 2011). Events, personal characteristics or career paths other than the ordinary can pose identity negotiation issues to people in work settings. Even the use of unusual working practices may require negotiation work to ensure that the organizational actor builds an identity in line with the institution he works for and that somehow justifies the use of these unusual features.
With this research we want to understand how teachers who work in universities or business schools, and personally use arts-based methods in their lessons, negotiate their identity within the institutional contexts where they work.
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