Cultural Diversity (original) (raw)
Related papers
2013
One way to deal with teaching challenges is to share personal stories with other teachers. In this article, four intercultural communication (IC) instructors consider how their teaching narratives provide insight into the dialectical tensions that exist with regard to teacher identity in the classroom, specifically in the context of their IC courses. Using a collaborative approach to autoethnography, we reveal four dialectics that highlight how our identity and intercultural experiences impact our teaching of IC: (1) Objectivity—Subjectivity; (2) Personal—Professional; (3) Learner—Teacher; and (4) Within—Beyond the Comfort Zone. These dialectics invite discussion regarding how IC teachers can navigate these contradictory tensions to be more effective instructors.
Global Business Languages, 2023
The research on language for specific purposes (LSP) is rich and varied in part because scholars bring to the field their research expertise from other disciplines, such as linguistics, literary studies, and cultural studies. The array of research topics and approaches also reflects the efforts from within LSP to foment research, such as providing conference, publication, and professional development opportunities that build a community of researchers. Mostly absent from the LSP literature, however, is autoethnography, an increasingly popular research method with the potential to examine complexities within specific professions, the courses we teach and ourselves as LSP scholars. In this essay, I argue that autoethnography-a research methodology that describes the author's (my) personal experience in order to present and analyze "cultural beliefs, values, practices and identities," (Adams et al., 2022, p. 3)-should have a place in the future of LSP research, as a complement to other research methodologies. I share an autoethnographic account of my experiences developing and teaching a new LSP course. In particular, I focus on the role of self-doubt, isolation, and imposter syndrome as I ventured into an unfamiliar professional terrain to me: healthcare. In the end, this study of the self reflects the troubling position of LSP within the culture of one language department in US higher education and raises questions for further inquiry.
Autoethnography and Teacher Education: Snapshot Stories of Cultural Encounter
Australian Journal of Teacher Education, 2014
In this paper, I discuss how I framed and wrote an autoethnographic personal narrative of my lived experience as a New Zealand physical education teacher educator in the presence of two cultures, Māori and Pākehā. Central to my qualitative study was writing as a method of inquiry. Using this method I wrote a series of descriptive ‘snapshot stories’ derived from field experiences, over an 11 year period, that involved close and prolonged encounters with physical education teacher education (PETE) students in tertiary classrooms and 4 day marae stays. The storied accounts served as data for self-reflexivity about my role as a teacher educator as I worked to integrate with Māori culture. Māori: indigenous people of Aotearoa New Zealand Pākehā: European New Zealander marae: Māori tribal meeting-ground where traditions are upheld
Critical Autoethnography and Intercultural Learning: Emerging Voices THE JOURNEY -- CHAPTER ONE
Critical Autoethnography and Intercultural Learning: Emerging Voices, 2020
Critical Autoethnography and Intercultural Learning shows how critical autoethnographic writing in a field such as intercultural education can help inform and change existing research paradigms. Engaging story-telling and insightful analysis from emerging scholars of diverse backgrounds and communities shows the impact of lived experience on teaching and learning. Different areas of intercultural learning are considered, including language education; student and teacher mobilities; Indigenous education; backpacker tourism; and religious learning. The book provides a worked example of how critical autoethnography can help shift thinking within any discipline, and reflects critically upon the multidimensional nature of migrant teacher and learner identities. This book will be essential reading for upper-level students of qualitative research methods, and on international education courses, including language education.
Autoethnography is a self-reflexive research genre in which the multifaceted, contingent self of the researcher becomes a lens through which to study interrelationships between personal autobiographies, lived experiences, and wider social and cultural concerns.
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.
Book Review: Critical Autoethnography: Intersecting Cultural Identities in Everyday Life
2020
This review critiques Boylorn and Orbe’s Critical Autoethnography: Intersecting Cultural Identities in Everyday Life. Communication scholars’ account, equal parts visual and textual exploration of diversity and identity, offers the reader a unique interpretation in which our personal selves interact with the impersonal world. Through personal narratives, the authors explore the tangled relationships between culture and communication. Using auto- ethnography as a method, they present how we might further explore the aspects of race, gender, socioeconomic status, nationality, age, spirituality, and health. This review will evaluate the authors’ approach, as well as the effectiveness that autoethnography permits scholars to better understand the communicative relationships between identity and diversity.