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


ISBN: 1942341288

Category: Academic writing


View: 558


"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.

Handbook of Autoethnography

With considerations as to how that teaching should take place” (pp. 55–57).
Applied to teaching autoethnography and autoethnographic pedagogy—such a
definitional approach could imply engaging a dynamic and reciprocal process of
both ...

Author: Stacy Holman Jones

Publisher: Routledge

ISBN: 9781315427805

Category: Psychology

Page: 736

View: 548


In this definitive reference volume, almost fifty leading thinkers and practitioners of autoethnographic research—from four continents and a dozen disciplines—comprehensively cover its vision, opportunities and challenges. Chapters address the theory, history, and ethics of autoethnographic practice, representational and writing issues, the personal and relational concerns of the autoethnographer, and the link between researcher and social justice. A set of 13 exemplars show the use of these principles in action. Autoethnography is one of the most popularly practiced forms of qualitative research over the past 20 years, and this volume captures all its essential elements for graduate students and practicing researchers.


Effects of inequality and poverty vs. teachers and schooling on America's youth.
... Autoethnography as a tool for transformative learning about White privilege. ...
Starting with self: Teaching autoethnography to foster critically caring literacies.

Author: Sherick A. Hughes

Publisher: SAGE Publications

ISBN: 9781483347165

Category: Social Science

Page: 272

View: 423


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.

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
Inquiry ...

Author: Arthur Bochner

Publisher: Routledge

ISBN: 9781134815876

Category: Education

Page: 332

View: 944


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.


Ellis and Rawicki, “Relational Autoethnography”; Rawicki and Ellis, “Sharing
Authority.” See, for example, Berry, ... Bryant Keith Alexander, “Teaching
Autoethnography and Autoethnographic Pedagogy,” in Handbook of
Autoethnography, eds.

Author: Tony E. Adams

Publisher: Oxford University Press

ISBN: 9780199972104

Category: Psychology

Page: 144

View: 435


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.

Autoethnography Self Narrative and Teacher Education

The only real memory I have of being there is the day the teacher gave me the
job of painting something. I'm not sure what it was but it was made of wood and I
remember the praise that she gave me for doing such a good job all day and how

Author: Mike Hayler

Publisher: Springer Science & Business Media

ISBN: 9789460916724

Category: Education

Page: 115

View: 138


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.

Seeking Integrity in Teacher Education

Transforming Student Teachers, Transforming My Self Ann Katherine Schulte.
analysis, and action ... A form of self-study that is very underrepresented in
traditional educational research literature is autoethnography. What follows are a
variety ...

Author: Ann Katherine Schulte

Publisher: Springer Science & Business Media

ISBN: 9781402093029

Category: Education

Page: 136

View: 502


In this book, a teacher educator examines her practice as a way of learning about teaching as well as challenging teacher education. It is about how one teacher educator sought to transform the perspectives of her student teachers, in order to better prepare them to teach diverse populations of students, while challenging her own beliefs about how best to do that. The author seeks integrity in her practice, defined as her ability to enact what she teaches preservice teachers to do. In particular, this book is a self-study that contributes to understanding the broader question: How much can one affect and change the discourse within education when one also inhabits the characteristics that are privileged by the institution? The teacher education literature supports the need to study this type of self-reflection. Other researchers have pointed out that the role of teacher educators’ cultural identities in reforming education has been largely ignored in the literature. This book offers a unique perspective on the analogous relationship involved when a teacher educator teaches teachers how to examine the impact of their own identities on their teaching while examining that herself.

Contemporary British Autoethnography

... I was awarded a Professional Doctorate with a thesis entitled: A Mental Health
Professionals Development; An Evocative Autoethnography. I spent the last 12
years of my career practising and teaching Cognitive Behaviour Psychotherapy.

Author: Nigel P. Short

Publisher: Springer Science & Business Media

ISBN: 9789462094109

Category: Education

Page: 244

View: 330


This engaging, informative book makes an exciting contribution to current discussions about the challenges and uses of contemporary autoethnography. Authors from a range of disciplines ‘show and tell’ us how they have created autoethnographies, demonstrating a rich blend of theories, ethical research practices, and performances of identities and voice, linking all of those with the socio-cultural forces that impact and shape the person. The book will be a useful resource for new and experienced researchers; academics who teach and supervise post-graduate students; and practitioners in social science who are seeking meaningful ways to conduct research. This should be required reading for all qualitative research training.

Teaching and Testimony

Autoethnography. and. the. Recoding. of. Citizenship. MARY LOUISE PRATT
Among many startling events in the history of what has come to be called the "
culture wars" in the North American academy, I still remember vividly a call I
received ...

Author: Allen Carey-Webb

Publisher: SUNY Press

ISBN: 0791430146

Category: Education

Page: 391

View: 948


Contains narratives of the experiences of teachers using the testimonial of Rigoberta Menchu, a Guatemalan Indian woman who won the Nobel Peace Prize in 1992. Includes background essays on Menchu and the role of her story in political correctness debates.

Black Male d

The realization ofanti-racist teaching. Lewes ... The relative equitability of high-
stakes testing versus teacher-assigned grades: An analysis of the Massachusetts
... Starting with self: Teaching autoethnography to foster critically caring literacies.

Author: Tyrone C. Howard

Publisher: Teachers College Press

ISBN: 9780807772454

Category: Education

Page: 188

View: 347


In his new book, the author of the bestseller Why Race and Culture Matter in Schools examines the chronic under-performance of African American males in U.S. schools. Citing a plethora of disturbing academic outcomes for Black males, this book focuses on the historical, structural, educational, psychological, emotional, and cultural factors that influence the teaching and learning process for this student population. Howard discusses the potential and promise of Black males by highlighting their voices to generate new insights, create new knowledge, and identify useful practices that can significantly improve the schooling experiences and life chances of Black males. Howard calls for a paradigm shift in how we think about, teach, and study Black males. Book Features: Examines current structures, ideologies, and practices that both help and hinder the educational and social prospects of Black males. Translates frequently cited theoretical principles into research-based classroom practice. Documents teacher-student interactions, student viewpoints, and discusses the troubling role that sports plays in the lives of many Black males. Highlights voices and perspectives from Black male students about ways to improve their schooling experiences and outcomes. Identifies community-based programs that are helping Black males succeed. “Howard is more than a reformer. He seeks to dismantle a system that stifles dreams, devours hopes, and destroys opportunities. . . . He offers us a road map for how to do this and an invitation to join him in this venture. Let us hope that more than a few of those who read this book will enthusiastically accept his offer and join him in this important work.” —From the Foreword by Pedro A. Noguera, New York University “Black Male(d) is a timely, masterfully crafted contribution to an important conversation about one of our nation’s most misunderstood populations. Anyone who is troubled by the status of Black boys in schools and society will find much that is useful in this book. The author’s brilliance is apparent and praiseworthy.” —Shaun R. Harper, Center for the Study of Race and Equity in Education, University of Pennsylvania “This book pushes educators to not only know more but to do more on behalf of Black males. This is the book that shows us how to reform practices, policies, and places in order to improve the human condition of Black males. Howard reminds us all that we absolutely must do better—our children’s lives depend on it!” —H. Richard Milner IV, Helen Faison Endowed Chair of Urban Education, University of Pittsburgh Tyrone C. Howard is professor of education at the Graduate School of Education and Information Studies, University of California, Los Angeles.

Collaborative Autoethnography

The emergence of collaborative autoethnography (CAE) as a dynamic research
approach that involves collaborative voice in ... Collaborative autoethnographic
methods can be employed in the classroom for teaching qualitative research and

Author: Heewon Chang

Publisher: Left Coast Press

ISBN: 9781598745566

Category: Education

Page: 200

View: 834


A practical guide providing researchers with a variety of data collection, analytic, and writing techniques to conduct collaborative autoethnography projects.

Teacher Action Research

Many of the moral meanings evident in classroom teaching are unintended
because they result from the enactment of ... One form of autobiography that
lends itself to learning about the self in relation to others is the autoethnography (
Ellis ...

Author: Gerald J. Pine

Publisher: SAGE

ISBN: 9781452278742

Category: Education

Page: 416

View: 145


"This is a wonderful book with deep insight into the relationship between teachers' action and result of student learning. It discusses from different angles impact of action research on student learning in the classroom. Writing samples provided at the back are wonderful examples." —Kejing Liu, Shawnee State University Teacher Action Research: Building Knowledge Democracies focuses on helping schools build knowledge democracies through a process of action research in which teachers, students, and parents collaborate in conducting participatory and caring inquiry in the classroom, school, and community. Author Gerald J. Pine examines historical origins, the rationale for practice-based research, related theoretical and philosophical perspectives, and action research as a paradigm rather than a method. Key Features Discusses how to build a school research culture through collaborative teacher research Delineates the role of the professional development school as a venue for constructing a knowledge democracy Focuses on how teacher action research can empower the active and ongoing inclusion of nontraditional voices (those of students and parents) in the research process Includes chapters addressing the concrete practices of observation, reflection, dialogue, writing, and the conduct of action research, as well as examples of teacher action research studies

Local Contextual Influences on Teaching

Studies from around the globe have found that second language (L2) teachers
practice in styles that suit the normative ... My focus on the impact of contextual
factors on my learning and teaching in Japan takes the form of autoethnography

Author: Patrick Ng

Publisher: Cambridge Scholars Publishing

ISBN: 9781443869522

Category: Foreign Language Study

Page: 198

View: 377


This volume is a collection of personal narratives and research findings by English language (ESL/EFL) teachers who found themselves, in one way or another, teaching in various contexts all over the world. The central theme throughout these narratives is how contextual factors played a role in their approach to language teaching in different ways. The contributors reflect on their practices and provide an engaging discussion about how they deal with curriculum and classroom organization issues within the local context. Readers can expect to learn and understand how ESL/EFL teachers in this volume exercise their agency in teaching in a language classroom. These teachers, through their own unique stories and research findings, reflect on how they responded to local contextual factors such as the learning culture, national and school policies, personal beliefs and attitudes towards pedagogy, the sociolinguistic context of teaching, the school culture, and the wider sociopolitical context in which learning and teaching takes place. Since the narrative approach has been placed center stage in teacher education as a method and an objective of inquiry, the contributors adopt the narrative form to reflect and discuss their instructional practice.

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: 620


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

The Praeger Handbook of Urban Education

Mind in society : The What urban students say about good teaching ,
development of higher psychological processes . ... Monica Taylor and Lesley
Coia 1 -M . Greene and M. Griffiths This autoethnographic study of teacher
identity in the urban ...

Author: Joe L. Kincheloe

Publisher: Greenwood Publishing Group

ISBN: 0313335117

Category: Education, Urban

Page: 623

View: 467


Maintaining that there is nothing simple about urban education, this work approaches the study of schooling in cities as a complex universe of the poorest students and schools alongside the wealthiest.


This paper discuses the thesis that autoethnography as tool in research provides the researcher to examine his or her pedagogical and research practices from his or lived evocative experiences that helps him or her in envisioning future ...

Author: Shashidhar Belbase


ISBN: OCLC:1063823375


Page: 12

View: 171


This paper discuses the thesis that autoethnography as tool in research provides the researcher to examine his or her pedagogical and research practices from his or lived evocative experiences that helps him or her in envisioning future research and instructional practices. The essence of this paper is to seek the possibilities of linking autoethnography as a method of inquiry that catalyses the transformative pedagogy positively in mathematics education. It is an outcome of my dissertation of Masters of Philosophy (M.Phil.) in Education on "My Journey of Learning and Teaching Mathematics from Traditionalism to Constructivism: A Portrayal of Pedagogical Metamorphosis". The authors have highlighted the importance of autoethnography in research in a way that permits researchers to apply flexible modes of inquiry from their life experiences with motives of change to take place in educational institutions and classroom practices.

The Ethnographic I

A Methodological Novel about Autoethnography Carolyn Ellis ... This seminar
focuses on doing autoethnography. ... Though I've been teaching for more than
twenty years, the slight quiver in my voice always occurs the first day of class.

Author: Carolyn Ellis

Publisher: Rowman Altamira

ISBN: 9780759115866

Category: Education

Page: 448

View: 185


A methodological textbook on autoethnography should be easily distinguishable from the standard methods text. Carolyn Ellis, the leading proponent of these methods, does not disappoint. She weaves both methodological advice and her own personal stories into an intriguing narrative about a fictional graduate course she instructs. In it, you learn about her students and their projects and understand the wide array of topics and strategies that fall under the label autoethnography. Through Ellis's interactions with her students, you are given useful strategies for conducting a study, including the need for introspection, the struggles of the budding ethnographic writer, the practical problems in explaining results of this method to outsiders, and the moral and ethical issues that get raised in this intimate form of research. Anyone who has taken or taught a course on ethnography will recognize these issues and appreciate Ellis's humanistic, personal, and literary approach toward incorporating them into her work. A methods text or a novel? The Ethnographic 'I' answers yes to both.

Silent Moments in Education

An Autoethnography of Learning, Teaching, and Learning to Teach Colette A.
Granger. to his 'official' study of the Trobrianders – constitutes a kind of
autoethnography such that the boundary Behar refers to is artificial, perhaps
even ...

Author: Colette A. Granger

Publisher: University of Toronto Press

ISBN: 9781442643208

Category: Education

Page: 320

View: 886


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.

Critical Autoethnography

his book benefits from the foundations of autoethnography and intersectionality,
which have been discussed and ... me and continue to teach me through
scholarship and relationship. i owe my critical and editorial eye to their teaching
and ...

Author: Robin M Boylorn

Publisher: Left Coast Press

ISBN: 9781611323146

Category: Language Arts & Disciplines

Page: 251

View: 257


This edited volume emphasizes an intersectional approach to its autoethnographies, exploring the tangled relationship between culture and communication.