Exploring Our Perceptions of Key Events in a Qualitative Research Class: Applying Principles of Collaborative Analytic Autoethnography in Practice (original) (raw)
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As educational researchers, we hold monthly meetings to discuss our methodological and personal feelings and uncertainties while transitioning from a qualitative to a post-qualitative stance, which involved using artistic/cartographic methods. This shift affected us, unveiling our professional and personal vulnerability. In an exercise of collaborative autoethnography, in this text we describe what it meant for us to engage in this type of study and how the resulting shift in our academic logic, which was originally grounded in more traditional orthodoxies, made us vulnerable and uncomfortable, thus allowing a more ethical investigation. Through these processes we reveal the effect of a research process that placed us in an uncomfortable situation, which in turn allowed new questions to emerge. Finally, we reclaim the need to make not only these professional tensions public but perhaps our failures as well.
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Autoethnography has been steadily taking its well-deserved place in the field of the qualitative research in the recent years. As more and more doctoral students consider autoethnography as their research method, the approach is still somewhat mysterious. An Autoethnography of Becoming a Qualitative Researcher offers a rare opportunity to look into one novice researcher's exploration of becoming a Qualitative Researcher. This review provides an overview of the book, which was published in 2022, as well as an evaluation of its strengths and shortcomings and suggestions for potential audience.
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The Qualitative Report, 2017
Little research portrays collaborative analytic inquiry in practice. Drawing on our dual lenses, we, a professor and a doctoral student in an advanced qualitative methods course, applied principles of collaborative analytic inquiry to construct new understandings about key events that occurred during an advanced qualitative research class. Using asynchronous e-mail communication, we shared, affirmed, and questioned each other’s and our own storied recollections of moments of joy and learning intertwined with some challenging issues. To begin our inquiry, we planned and negotiated our responsibilities, voiced our concerns and questions pertinent to the project, and avowed our willingness to risk emotional vulnerability and discomfort as we confronted our truths. We also studied the extant literature to learn about analytic inquiry since our work, followed some tenets of this research method. We conducted our work in three phases. In the third phase of our study we documented what we ...
Is This Research? Productive Tensions in Living the (Collaborative) Autoethnographic Process
International Journal of Qualitative Methods, 2016
We came to collaborative autoethnography quite by accident. In this methodological paper, we consider our experiences as we embraced a new methodology, taught and researched collaboratively in an interdisciplinary space, and grappled with how we might nestle our work in a journal with no history of publishing autoethnographies—all while becoming awakened to critiques against and arguments for autoethnographic research. Our discussions are presented along with portions of our lengthy e-mail correspondences written during our research process and center on two prominent facets of our research experience: interdisciplinarity and the research process. Entangled in our methodological unpacking, we highlight “Productive Tensions” that emerged from both our collaboration and reviewer feedback that is presented alongside our discussion. Through seeing these tensions as productive, we argue that embracing diverse perspectives can serve to strengthen the depth of engagement, quality, and pote...
Autoethnographic Research: A Personal Journey through Education and Professional Development
International Journal of Scientific Research and Modern Technology, 2024
This autoethnographic study examines the researcher’s educational and professional journey, emphasizing transformative experiences that have shaped their teaching philosophy and identity. It pursues three key objectives: analyzing the researcher’s journey, linking personal experiences to broader educational theories, and providing insights for educators to foster reflection and growth. Utilizing autoethnography, the research combines personal narrative, reflexivity, and cultural context. The narrative details the researcher’s path from an elementary teacher, focusing on foundational skills and understanding student diversity, to higher education, where critical thinking and active learning became priorities. Progress continued with a master’s degree and ongoing doctoral studies, emphasizing evidence-based practices and leadership. The COVID-19 pandemic highlighted challenges in adapting to online teaching and the necessity of empathy in student engagement. Additionally, participation in workshops and professional organizations enriched the researcher’s methods. This study ultimately underscores the significance of self-reflective research in understanding factors influencing professional growth in education, offering insights for educators and students alike.
Collaborative Autoethnography: Emancipatory Research for Educational Researchers
Journal of transformative praxis, 2023
Collaborative Autoethnography (CAE) arises from an anthropological-critical research tradition that aligns with cultural-historical and constructivist onto-epistemologies. In CAE, two or more researchers collaborate to write about their personal experiences related to a specific topic (Gal et al., 2013) and writing is based on collaborative, autobiographical, and ethnographic principles (Chang et al., 2013). Indeed, CAE is characterized by sharing stories, collective reflections, and hermeneutical meaningmaking to identify un/common themes and insights. This editorial is based on our experiences and principles we abided with CAE as facilitators, researchers, and practitioners. In this editorial, we examine constructivist and critical perspectives on the CAE, including individual, collaborative, reflective, and analytic processes. We argued that sharing experiences, reflecting on them, and making meaning collaboratively are all essential components of the CAE processes. We acknowledge that the epistemic process can be emotionally draining for researchers to write about their personal experiences. Nevertheless, we believe that researchers must reflect on their own experiences to gain a deeper understanding of their own practices, thereby working towards improving their own actions via self-reflection. In addition, we believe that it is essential for researchers to collaborate with others to share their experiences and gain new perspectives. So, in this editorial, we would like to highlight CAE as a collaborative reflection as a timely alternative research approach (Roy & Uekusa, 2020). This editorial discusses the key ideas of collaborative participatory research, social constructionist principles, critical research, culture studies, emancipatory principle, and research for all, which are processes that improve collaborative practices for enhancing emancipatory research. The editorial concludes with a brief summary of the articles and book review that are covered in Volume 4 Issue 1.