Document (original) (raw)
Related papers
Doctoral Education, Pedagogy, and Autoethnography
2017
This special issue of the Morning Watch brings together papers written for a doctoral course in the Faculty of Education. As facilitators of ED 702A/B Advanced Research Methodology in Education, a core course in the Faculty of Education’s doctoral program, we welcome you to this Special Edition of the Morning Watch .
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.
My Journey from a Waiter to a Lecturer: An Autoethnography
This study appraised my momentarily missing twelve years of formal education life (1990-2002) and thoughtful higher education life (2002 to onward). One of the main aims was to ascertain; what are the turning points of my education/working life struggles. In that context, I appraised how I became success to improve my family livelihood by working as a waiter, achieve higher educational status and started my academic career as a lecturer since my engagement with in/formal education. I applied autoethnography as methodology and narrative imagination and writing as inquiry as methods and meditation, self-reflexivity and self-interviewing as major sources of narrative information. While exploring my past, I found, I was ambitious/reflective actor, and rejected the reproduction of my occupational and educational status. I could not become astronaut but I was emotionally committed to perform and produce something unique in my life. Being there, by supporting my family livelihood, I was planning to pledge against stratified socioeconomic and cultural structures. I applied vocational rehabilitation therapy and resiliency against my frustration and engaged in working life. My involvement in livelihood not only improved family livelihood but also encouraged me to embark in higher educational voyage. Ultimately, my higher education status and critical thinking ability helped me to transform my life from an anger driven behavior and feelings into happy oriented actions/ interactions with self and others. Being here, after becoming a lecturer, I am seeing myself as a new potential organic intellectual as an outcome of my thoughtful education/working life struggles.
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,
International Journal for the Scholarship of Teaching and Learning, 2007
Borrowing concepts from autoethnography-a writing genre in which the researcher 'becomes' the phenomenon under investigation-this essay is based on my reflections and recollections of important events and insights that occurred during my participation in a professional development project. This experience has significantly altered my outlook on teaching and learning, as it forced me to reflect more critically on why I teach the way I do, and look at my pedagogical practices anew. The first part provides a brief introduction of autoethnography as a reflexive writing genre; the second part presents the broad narrative-that of myself as a 'neophyte pedagogue on a journey of discovery', the third part reflects on the challenges of the implementation of the redesigned subjects (courses), in the aftermath of the project, and the fourth part raises some important institutional issues that emerged from the experience.
Autoethnographic Journeys in Learning and Teaching in Higher Education
European Educational Research Journal, 2013
In this article, the author describes how the methodological approach of autoethnography enabled her to interrogate the philosophical underpinnings of the learning and teaching practices that she espoused as a university academic. This critical questioning was provoked through her interactions with postgraduate students from a range of contexts and academic traditions in a School of Education in a university in the United Kingdom. Through personal reflections and conversations with her 'selves' on her teaching and on her supervisory relationships with doctoral researchers, the author strives to show how she reduced her reliance on familiar ideas and changed the shape of her teaching through questioning her 'selves', beliefs and values. The value of autoethnography in enabling this critical exploration when working in an international European higher education context is highlighted. An aim is to encourage greater use of this methodological approach in European higher education research to enable greater sensitivity to our diverse constituencies.
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.
An Autoethnography of Becoming a Qualitative Researcher: A Book Review
The qualitative report, 2022
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.