Scielo RSS http://www.scielo.org.za/rss.php?pid=2520-986820200001&lang=en vol. num. 78 lang. en http://www.scielo.org.za/img/en/fbpelogp.gif http://www.scielo.org.za http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2520-98682020000100001&lng=en&nrm=iso&tlng=en http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2520-98682020000100002&lng=en&nrm=iso&tlng=en While we may think that we are well aware of our scholarly interests, calls for research can provide the spark that can transform latent and largely unconscious interests into written accounts. In this article. I describe how such calls can incite us to explore phenomena that, while there may have been no conscious interest to do so, serve to incite creative interest. Psychological perspectives are integrated with autoethnograhic experience with these calls in order to explore how they can spark creative responses. Suggestions for improving calls revolve around understanding to a greater extent the dynamic relationship among calls, creative inquiry, and subsequent transformation into written accounts. http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2520-98682020000100003&lng=en&nrm=iso&tlng=en In this article, I analyse my self-reflexive examination of my poetry performance calling for the need to have lesbian, gay, bisexual, transgender, intersex, and queer (LGBTIQ+) educators serve as role models in the secondary classroom setting as a mechanism to promote social change. I presented an original poetry collection in front of 400+ high school students and educators advocating for the need for queer educators to come out of the proverbial closet, and here I reflect on this act as both poetic inquiry and performance autoethnography, providing a hybrid methodology-Poetic Performative Autoethnography (PPA), while framing the experience and its meaning to both me as participant-researcher and the audience. I include discussion about the importance of/and political nature of representation, the need for space and dialogue, as well as obstacles facing LGBTIQ+ educators in the classroom. http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2520-98682020000100004&lng=en&nrm=iso&tlng=en My purpose in this article is to explore what methodological inventiveness has made possible for me as a self-reflexive researcher. As South African educational researchers, we need to consider how a better understanding of our own experiences, identities, and subjectivities correspond with a context of rapid change, transformation, and decolonisation. Within this understanding it is useful to think of methodological inventiveness as a form of post qualitative inquiry that embraces the possibilities of different educational methodologies to open up and resist pre-determined and formulaic ways of doing and knowing. Through a playful engagement with the children's book Zog (Donaldson & Scheffler, 2010) I create an arts-based narrative to show how my journey of becoming an educational researcher unfolds. I use playfulness and joy to show how methodological inventiveness makes it possible for me, as a self-reflexive researcher, to engage with fluid and complex identities and contextual realities. http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2520-98682020000100005&lng=en&nrm=iso&tlng=en This teacher researcher self-study examines self-reflexive learning using artwork and poetic devices in order to explore my identity as an English to speakers of other languages (ESOL) teacher. It demonstrates how I developed my creative process and how my artistic research practices deepened my findings. The data includes my reflective journal and analytic memos, my teacher journal, personal notes from students, and teacher/colleague free writes. I also used a mirror cinquain poem as an analytical tool to help clarify my self-assessment. Through the analysis of my process and products, I gained perspective about myself as a teacher, explored my lived teacher experiences, and discovered how the use of inventive methods allowed new knowledge to inform my understanding of my teacher self. http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2520-98682020000100006&lng=en&nrm=iso&tlng=en This paper explores the articulation and representation of ways in which visual mapping can be an important tool for the designing, conducting, interpreting, and writing phases of a research project. It uses examples from my own work to show the ways in which visual mapping can be used to develop and clarify the thinking, and to provide a form of visual validation of the insights gained, in self-reflexive research. Visual mapping can operate as a meaning-making process-helping the researcher to make sense of their thinking through visual means while also helping the reader to understand the researcher's thinking processes better-through a series of diagrams that trace the development of thoughts and ideas. Visual mapping is one method self-reflexive researchers can use to demonstrate what Mishler called "the visibility of the work" (1990, p. 429), and to make plain the ways in which our thinking developed, and the connections we make between theory, data, and analysis. By making our thinking process visible, we allow our reader to "see the study and the links and leaps made" (Pinnegar & Hamilton, 2010, p. 150). http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2520-98682020000100007&lng=en&nrm=iso&tlng=en There has been a shift in gender for the veterinary medical profession, with little attention paid to the affects of women becoming veterinary students. To interrogate women becoming-veterinarians, I tell stories of becoming-veterinarian with a story of becoming-scholar, using narrative inquiry. I used data produced with current veterinary students in conversation with a photograph of a whiteboard and me. I embarked on an inventive analysis of sorting data excerpts and producing a new "white coat" with them-embroidering participant quotes onto the white coat I received when I entered veterinary school. This intra-action produced insights about becoming and I (re)present the crystallisation of these analyses into narratives of becoming stitched together. In this story, I interrogate my role and pose questions about learning and becoming.