Handbook of Autoethnography

In autoethnography, the self is recognized as interconnected in the world. As the subject of learning and teaching, autoethnography makes visible entanglements between self and other, inside and outside, individual and the collective, ...

Author: Tony E. Adams

Publisher: Routledge

ISBN: 9780429776953

Category: Psychology

Page: 558

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The second edition of the award-winning Handbook of Autoethnography is a thematically organized volume that contextualizes contemporary practices of autoethnography and examines how the field has developed since the publication of the first edition in 2013. Throughout, contributors identify key autoethnographic themes and commitments and offer examples of diverse, thoughtful, effective, applied, and innovative autoethnography. The second edition is organized into five sections: In Section 1, Doing Autoethnography, contributors explore definitions of autoethnography, identify and demonstrate key features of autoethnography, and engage philosophical, relational, cultural, and ethical foundations of autoethnographic practice. In Section 2, Representing Autoethnography, contributors discuss forms and techniques for the process and craft of creating autoethnographic projects, using various media in/as autoethnography, and marking and making visible particular identities, knowledges, and voices. In Section 3, Teaching, Evaluating, and Publishing Autoethnography, contributors focus on supporting and supervising autoethnographic projects. They also offer perspectives on publishing and evaluating autoethnography. In Section 4, Challenges and Futures of Autoethnography, contributors consider contemporary challenges for autoethnography, including understanding autoethnography as a feminist, posthumanist, and decolonialist practice, as well as a method for studying texts, translations, and traumas. The volume concludes with Section 5, Autoethnographic Exemplars, a collection of sixteen classic and contemporary texts that can serve as models of autoethnographic scholarship. With contributions from more than 50 authors representing more than a dozen disciplines and writing from various locations around the world, the handbook develops, refines, and expands autoethnographic inquiry and qualitative research. This text will be a primary resource for novice and advanced researchers alike in a wide range of social science disciplines.

Silent Moments in Education

Silent Moments in Education combines autoethnography with psychoanalytic theory and critical discourse analysis in a unique consideration of the relations teachers and learners forge with knowledge, with ideas, and with one another.

Author: Colette A. Granger

Publisher: University of Toronto Press

ISBN: 9781442643208

Category: Education

Page: 320

View: 138

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Silent Moments in Education combines autoethnography with psychoanalytic theory and critical discourse analysis in a unique consideration of the relations teachers and learners forge with knowledge, with ideas, and with one another.

Autoethnography

Effects of inequality and poverty vs. teachers and schooling on America's youth. Teachers College Record, 116(1). ... Starting with self: Teaching autoethnography to foster critically caring literacies. Research in the Teaching of ...

Author: Sherick A. Hughes

Publisher: SAGE Publications

ISBN: 9781483347165

Category: Social Science

Page: 272

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Autoethnography: Process, Product, and Possibility for Critical Social Research by Sherick A. Hughes and Julie L. Pennington provides a short introduction to the methodological tools and concepts of autoethnography, combining theoretical approaches with practical “how to” information. Written for social science students, teachers, teacher educators, and educational researchers, the text shows readers how autoethnographers collect, analyze, and report data. With its grounding in critical social theory and inclusion of innovative methods, this practical resource will move the field of autoethnography forward.

Autoethnography Self Narrative and Teacher Education

identities which we construct and re-construct in response to the continuing uncertainties and ambivalences within the initial education of teachers in England. This raises a number of questions about what it means to be a ...

Author: Mike Hayler

Publisher: Springer Science & Business Media

ISBN: 9789460916724

Category: Education

Page: 115

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Autoethnography, Self-Narrative and Teacher Education examines the professional life and work of teacher educators. In adopting an autoethnographic and life-history approach, Mike Hayler develops a theoretically informed discussion of how the professional identity of teacher educators is both formed and represented by narratives of experience. The book draws upon analytic autoethnography and life-history methods to explore the ways in which teacher educators construct and develop their conceptions and practice by engaging with memory through narrative, in order to negotiate some of the ambivalences and uncertainties of their work. The author’s own story of learning, embedded within the text, was shared with other teacher-educators, who following interviews wrote self-narratives around themes which emerged from discussion. The focus for analysis develops from how professional identity and pedagogy are influenced by changing perceptions and self-narratives of life and work experiences, and how this may influence professional culture, content and practice in this area. The book includes an evaluation of how using this approach has allowed the author to investigate both the subject and method of the research with implications for educational research and the practice of teacher education. Audience: Scholars and students of education and the education of teachers, researchers interested in autoethnography and self-narrative.

Teaching Autoethnography

This book draws not only on critical qualitative inquiry methods such as interview and observation, but also on theories and sensibilities from creative writing and performance studies, which encourage self-reflection and narrative ...

Author: Melissa Tombro

Publisher:

ISBN: 1942341288

Category: Academic writing

Page:

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"Teaching Autoethnography: Personal Writing in the Classroom is dedicated to the practice of immersive ethnographic and autoethnographic writing that encourages authors to participate in the communities about which they write. This book draws not only on critical qualitative inquiry methods such as interview and observation, but also on theories and sensibilities from creative writing and performance studies, which encourage self-reflection and narrative composition. Concepts from qualitative inquiry studies, which examine everyday life, are combined with approaches to the creation of character and scene to help writers develop engaging narratives that examine chosen subcultures and the author's position in relation to her research subjects. The book brings together a brief history of first-person qualitative research and writing from the past forty years, examining the evolution of nonfiction and qualitative approaches in relation to the personal essay. A selection of recent student writing in the genre as well as reflective student essays on the experience of conducting research in the classroom is presented in the context of exercises for coursework and beyond. Also explored in detail are guidelines for interviewing and identifying subjects and techniques for creating informed sketches and images that engage the reader. This book provides approaches anyone can use to explore their communities and write about them first-hand. The methods presented can be used for a single assignment in a larger course or to guide an entire semester through many levels and varieties of informed personal writing."--Open Textbook Library.

Evocative Autoethnography

At the same time, Carolyn taught personal storytelling in courses such as “Communicating Emotions,” “Writing Lives,” and “Qualitative Methods,” and then began teachingAutoethnography,” which worked in tandem with Art's “Narrative ...

Author: Arthur Bochner

Publisher: Routledge

ISBN: 9781134815876

Category: Education

Page: 332

View: 146

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This comprehensive text is the first to introduce evocative autoethnography as a methodology and a way of life in the human sciences. Using numerous examples from their work and others, world-renowned scholars Arthur Bochner and Carolyn Ellis, originators of the method, emphasize how to connect intellectually and emotionally to the lives of readers throughout the challenging process of representing lived experiences. Written as the story of a fictional workshop, based on many similar sessions led by the authors, it incorporates group discussions, common questions, and workshop handouts. The book: describes the history, development, and purposes of evocative storytelling; provides detailed instruction on becoming a story-writer and living a writing life; examines fundamental ethical issues, dilemmas, and responsibilities; illustrates ways ethnography intersects with autoethnography; calls attention to how truth and memory figure into the works and lives of evocative autoethnographers.

Academic Autoethnographies

This edited book is distinctive within the existing body of autoethnographic scholarship in that the original research presented has been done in relation to predominantly South African university settings.

Author: Daisy Pillay

Publisher: Springer

ISBN: 9789463003995

Category: Education

Page: 200

View: 944

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Academic Autoethnographies: Inside Teaching in Higher Education invites readers to experience autoethnography as a challenging, complex, and creative research methodology that can produce personally, professionally, and socially useful understandings of teaching and researching in higher education. The peer-reviewed chapters offer innovative and perspicacious explorations of interrelationships between personal autobiographies, lived educational experiences, and wider social and cultural concerns, across diverse disciplines and university contexts. This edited book is distinctive within the existing body of autoethnographic scholarship in that the original research presented has been done in relation to predominantly South African university settings. This research is complemented by contributions from Canadian and Swedish scholars. The sociocultural, educational, and methodological insights communicated in this book will be valuable for specialists in the field of higher education and to those in other academic domains who are interested in self-reflexive, transformative, and creative research methodologies and methods. “This book illuminates how autoethnography can engage authors and researchers from varied epistemological backgrounds in a reflexive multilogue about who they are and what they do. The creative representations of the lived experience of doing autoethnography sets the book apart both methodologically and theoretically, revealing how rigor and critical distance can serve to position autoethnography not only as a personal self-development tool but a tradition and method in its own right.” – Hyleen Mariaye, Associate Professor, Mauritius Institute of Education, Mauritius “This compelling book foregrounds autoethnography as an innovative and creative research methodology to generate reflexive sociological understandings of teaching and researching across disciplines in higher education. Rich, evocative and authentic accounts reveal unique possibilities for the transformation of teaching, learning and research at personal, professional and socio-cultural levels.” – Nithi Muthukrishna, Professor Emerita, University of KwaZulu-Natal, South Africa

TESOL Guide for Critical Praxis in Teaching Inquiry and Advocacy

These and other works show the potential benefit of applying autoethnography as educational professionals. The questions then become, how can TESOL graduate students or educators apply the autoethnography method in TESOL teaching and ...

Author: Crawford, Jenifer

Publisher: IGI Global

ISBN: 9781799880950

Category: Education

Page: 547

View: 193

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The field of TESOL encompasses English teachers who teach English as an additional language in English-dominant countries and those teachers who teach English as a foreign language in countries where a language other than English is the official language. This range of educators teaches English to children, adolescents, and adults in primary, secondary, post-secondary, popular education, and language academies or tutoring centers. The diversity of learners and contexts within the TESOL field presents a unique opportunity for educators to address varied educational and societal needs. This opportunity calls for TESOL educators who can support the whole learner in a range of contexts for the greater social good. There is an urgent need for readily reproducible and step-by-step research-based practices and current standards in TESOL that bridge the gap between critical scholarship and equitable teaching practices. This book would serve as a critical addition to current literature in TESOL. TESOL Guide for Critical Praxis in Teaching, Inquiry, and Advocacy is an essential reference that provides practical and equitable step-by-step guides for TESOL educators through the current best practices and methods for effective and equity-minded teaching, critical inquiry, and transformative advocacy. This book is of particular value as it bridges theories to practices with a critical look at racial and social justice in English language teaching, which will lead to the integration of social justice-focused practice across the new curriculum. Covering topics such as integrated language instruction, equity and inclusivity, critical consciousness, and online learning, this text is essential for in-service and pre-service TESOL educators, education students, researchers, administrators, teacher educators, and academicians.

Autoethnography

Bryant Keith Alexander, “Teaching Autoethnography and Autoethnographic Pedagogy,” in Handbook of Autoethnography, eds. Stacy Holman Jones, Tony E. Adams and Carolyn Ellis (Walnut Creek, CA: Left Coast Press, 2013): 538–56; ...

Author: Tony E. Adams

Publisher: Oxford University Press

ISBN: 9780199972104

Category: Psychology

Page: 144

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Autoethnography is a method of research that involves describing and analyzing personal experiences in order to understand cultural experiences. The method challenges canonical ways of doing research and recognizes how personal experience influences the research process. Autoethnography acknowledges and accomodates subjectivity, emotionality, and the researcher's influence on research. In this book, the authors provide a historical and conceptual overview of autoethnography. They share their stories of coming to autoethnography and identify key concerns and considerations that led to the development of the method. Next, they outline the purposes and practices--the core ideals--of autoethnography, how autoethnographers can accomplish these ideals, and why researchers might choose to do autoethnography. They describe the processes of doing autoethnography, conducting fieldwork, discussing ethics in research, and interpreting and analyzing personal experience, and they explore the various modes and techniques used and involved in writing autoethnography. They conclude with goals for creating and assessing autoethnography and describe the future of autoethnographic inquiry. Throughout, the authors provide numerous examples of their work and share key resources. This book will serve as both a guide to the practices of doing autoethnography and an exemplar of autoethnographic research processes and representations.

Critical Autoethnography

Hence, Crenshaw's construction of intersectionality is helpful as an analytical tool in teaching this approach to autoethnography without the limitation of only focusing on race, sex, and gender. In some ways, maybe I am engaging what ...

Author: Robin M. Boylorn

Publisher: Routledge

ISBN: 9781000261462

Category: Social Science

Page: 248

View: 436

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Critical Autoethnography: Intersecting Cultural Identities in Everyday Life, Second Edition, examines the development of the field of critical autoethnography through the lens of social identity. Contributors situate interpersonal and intercultural experiences of gender, race, ethnicity, ability, citizenship, sexuality, and spirituality within larger systems of power, oppression, and privilege. Approachable and accessible narratives highlight intersectional experiences of marginalization and interrogate social injustices. The book is divided into three sections: Complexities of Identity Performance, Relationships in Diverse Contexts, and Pathways to Culturally Authentic Selves. Each thematic section includes provocative stories that critically engage personal and cultural narratives through a lens of difference. The chapters in the book highlight both unique and ubiquitous, extraordinary and common experiences in the interior lives of people who are Othered because of at least two overlapping identities. The contributors offer first person accounts to suggest critical responses and alternatives to injustice. The book also includes sectional summaries and discussion questions to facilitate dialogue and self-reflection. It is an excellent resource for undergraduate students, graduate students, educators, and scholars who are interested in autoethnography, interpersonal and intercultural communication, qualitative studies, personal narrative, cultural studies, and performance studies.

Collaborative Autoethnography

Coia and Taylor (2009) have also used the collaborative autoethnographic approach in the classroom with pre-service teachers; their published article is a reflection on their experience in helping the student-teachers become more ...

Author: Heewon Chang

Publisher: Routledge

ISBN: 9781315432120

Category: Psychology

Page: 200

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It sounds like a paradox: How do you engage in autoethnography collaboratively? Heewon Chang, Faith Ngunjiri, and Kathy-Ann Hernandez break new ground on this blossoming new array of research models, collectively labeled Collaborative Autoethnography. Their book serves as a practical guide by providing you with a variety of data collection, analytic, and writing techniques to conduct collaborative projects. It also answers your questions about the bigger picture: What advantages does a collaborative approach offer to autoethnography? What are some of the methodological, ethical, and interpersonal challenges you’ll encounter along the way? Model collaborative autoethnographies and writing prompts are included in the appendixes. This exceptional, in-depth resource will help you explore this exciting new frontier in qualitative methods.

Autoethnography as Feminist Method

... self: teaching autoethnography to foster critically caring literacies. Research in the Teaching of English 45, 2: 179–204. Available at www.jstor. org/stable/40997089 (accessed 6 April 2016). Cameron, D. (2009) 'Theoretical issues ...

Author: Elizabeth Ettorre

Publisher: Taylor & Francis

ISBN: 9781317236160

Category: Social Science

Page: 124

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Autoethnography is an ideal method to study the ‘feminist I’. Through personal stories, the author reflects on how feminists negotiate agency and the effect this has on one's political sensibilities. Speaking about oneself transforms into stories of political responsibility - a key issue for feminists who function as cultural mediators.

Autoethnographies in ELT

Critical autoethnography in pursuit of educational equity: Introduction to the IJME special issue. International Journal of Multicultural Education, 19(1), 1–6. Menard-Warwick, J. (2014). English language teachers on the discursive ...

Author: Bedrettin Yazan

Publisher: Routledge

ISBN: 9781000202762

Category: Language Arts & Disciplines

Page: 268

View: 218

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This innovative volume showcases the possibilities of autoethnography as a means of exploring the complexities of transnational identity construction for learners, teachers, and practitioners in English language teaching (ELT). // The book unpacks the dynamics of today’s landscape of language education which sees practitioners and students with nuanced personal and professional histories inhabit liminal spaces as they traverse national, cultural, linguistic, ideological, and political borders, thereby impacting their identity construction and engagement with pedagogies and practices across different educational domains. The volume draws on solo and collaborative autoethnographies of transnational language practitioners to question such well-established ELT binaries such as ‘center’/’periphery’ and ‘native’/non-native’ and issues of identity-related concepts such as ideologies, discourses, agency, and self-reflexibility. In so doing, the book also underscores the unique affordances of autoethnography as a methodological tool for better understanding transnational identity construction in ELT and bringing to the fore key perspectives in emerging areas of study within applied linguistics. // This dynamic collection will appeal to students, scholars, and practitioners in English language teaching, applied linguistics, TESOL education, educational linguistics, and sociolinguistics.

Research Methods for the Self Study of Practice

Co/autoethnography: Exploring. Our. Teaching. Selves. Collaboratively. Lesley Coia and Monica Taylor Last night Monica recounted her interactions earlier that day with a teacher education candidate who behaved disrespectfully toward her ...

Author: Deborah Tidwell

Publisher: Springer Science & Business Media

ISBN: 1402095147

Category: Education

Page: 250

View: 729

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This is a book designed with the teacher educator in mind. It provides in depth examination of specific methods used effectively in self-study research. The chapters are written by researchers engaged in self-study of their practice.

Doing Educational Research

Autoethnographic work can assist in this endeavour. Queer teaching autoethnographies (e.g., Hermann-Wilmarth and Bills 2010) in their refusal to ignore bodies, provide some of the most salient and powerful examples of how this can be ...

Author:

Publisher: BRILL

ISBN: 9789463000765

Category: Education

Page:

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Making a Difference in Teacher Education Through Self Study

Co/autoethnography in teacher education is a two-way lens. It is a way to uncover identities that are always in the process of becoming: our own teacher identities, those of our students, and eventually the identities of their students.

Author: Clare Kosnik

Publisher: Springer Science & Business Media

ISBN: 1402035284

Category: Education

Page: 260

View: 123

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* examples of research conducted on 15 different teacher education programs * the impact the research had on the development of the program is included * the text systematically describes 15 teacher education programs * engaging stories of teacher educators working to renew their programs * The studies include a description of the research methodology used

TESOL Teacher Education in a Transnational World

Ultimately, the purpose of this study is to offer detailed insights into critical autoethnography for teacher education programs by considering epistemological congruity amongst theories of learning, writing, language, and identity for ...

Author: Osman Z. Barnawi

Publisher: Routledge

ISBN: 9781000283549

Category: Education

Page: 270

View: 287

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TESOL Teacher Education in a Transnational World critically examines theories and practices in contemporary TESOL teacher education to shed new light on the intersection of transnationalism and language teacher education. It emphasizes the scholarship of transnational mobility of language teachers, and showcases critical research from diverse contexts. The book fills a critical research gap by more fully examining the theory and practice of teacher education in a changing time when national identities and cross-border mobilities continue to figure prominently in scholarly discussions. Through a diverse set of epistemological, historical and theoretical perspectives along with methodological innovations, contributors of this volume not only index the dynamism of the scholarship of teacher education, but they also offer new forums for lively pedagogical debates. Featuring contributions from diverse educational and geographical contexts, including Europe, Asia, North America, and Latin America, the book moves the existing scholarship forward to more fully examine TESOL teacher education in relation to transnationalism. This book will be of great interest to academics, scholars, post-graduate students, teacher educators, policymakers, curriculum specialists, administrators, and other stakeholders interested in language teacher education, TESOL and applied linguistics

Searching for an Autoethnographic Ethic

Starting with self: Teaching autoethnography to foster critical caring literacies. Research in the Teaching of English, 45(2), 179¥204. Carroll, L. (1865/2015). Alice's adventures in wonderland. Princeton, NJ: Princeton University Press ...

Author: Stephen Andrew

Publisher: Routledge

ISBN: 9781315397924

Category: Psychology

Page: 158

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This volume is a call for integrity in autoethnographic research. Stephen Andrew weaves together philosophy, critical theory, and extended self-reflections to demonstrate how and why qualitative researchers should assess the ethical quality of their work. He also offers practical tools designed to limit the likelihood of self-indulgence and solipsism in first-person writing. Equally instructive and exemplary, his work: Is written in a relatable style that draws readers in and encourages them to think critically about the implications and effects of their writing. Examines the history of qualitative and autoethnographic research. Provides implementable strategies for textualizing lived experiences and relationships with others.

Self Culture Writing

ranging from the first-year writing classroom to the graduatelevel seminar in writing studies to working with teachers in the National Writing Project. Each is concerned with autoethnography's effect on the writing student, asking, ...

Author: Rebecca Jackson

Publisher: University Press of Colorado

ISBN: 9781646421213

Category: Language Arts & Disciplines

Page: 238

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Literally translated as “self-culture-writing,” autoethnography—as both process and product—holds great promise for scholars and researchers in writings studies who endeavor to describe, understand, analyze, and critique the ways in which selves, cultures, writing, and representation intersect. Self+Culture+Writing foregrounds the possibility of autoethnography as a viable methodological approach and provides researchers and instructors with ways of understanding, crafting, and teaching autoethnography within writing studies. Interest in autoethnography is growing among writing studies scholars, who see clear connections to well-known disciplinary conversations about personal narrative, as well as to the narrative turn in general and social justice efforts in particular. Contributions by authors from diverse backgrounds and institutional settings are organized into three parts: a section of writing studies autoethnographies, a section on how to teach autoethnography, and a section on how ideas about autoethnography in writing studies are evolving. Self+Culture+Writing discusses the use of autoethnography in the writing classroom as both a research method and a legitimate way of knowing, providing examples of the genre and theoretical discussions that highlight the usefulness and limitations of these methods. Contributors: Leslie Akst, Melissa Atienza, Ross Atkinson, Alison Cardinal, Sue Doe, Will Duffy, John Gagnon, Elena Garcia, Guadalupe Garcia, Caleb Gonzalez, Lilly Halboth, Rebecca Hallman Martini, Kirsten Higgins, Shereen Inayatulla, Aliyah Jones, Autumn Laws, Soyeon Lee, Louis M. Maraj, Kira Marshall-McKelvey, Jennifer Owen, Tiffany Rainey, Marcie Sims, Amanda Sladek, Trixie Smith, Anthony Warnke

Autoethnography and the Other

Teaching Autoethnography and Autoethnographic Pedagogy. In The Handbook of Autoethnography, edited by Stacy Holman Jones, Tony E. Adams, and Carolyn Ellis, 538–556. Walnut Creek, CA: Left Coast Press, Inc., 2013.

Author: Tami Spry

Publisher: Routledge

ISBN: 9781134817139

Category: Education

Page: 210

View: 300

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Challenging the critique of autoethnography as overly focused on the self, Tami Spry calls for a performative autoethnography that both unsettles the "I" and represents the Other with equal commitment. Expanding on her popular book Body, Paper, Stage, Spry uses a variety of examples, literary forms, and theoretical traditions to reframe this research method as transgressive, liberatory, and decolonizing for both self and Other. Her book draws on her own autoethnographic work with jazz musicians, shamans, and other groups; outlines a utopian performative methodology to spur hope and transformation; provides concrete guidance on how to implement this innovative methodological approach.