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This book assists research students, supervisors, practitioners, and associated others to successfully navigate their research journey by highlighting research student experiences leading to student success. It reveals the research journey through an auto-ethnographic study based on the research student’s narratives accompanied by digital artifacts. It also includes commentary from the perspective of a researcher development specialist who assisted this researcher throughout this journey. This book provides insights into research journeys through layered accounts and meanings, which include the first author’s life events spanning almost two decades alongside higher education pursuits. It presents the perspective of a K-12 teacher-researcher moving into higher education in her local university, who is a Southeast Asian female international student embarking on her second-chance degree in a predominantly Australian learning environment/culture. Accompanying this is the perspective of a research training and development professional who has also undertaken higher degree by research studies.
Brimming with examples, this book demonstrates how qualitative researchers can use autoethnography as a method for qualitative research. Topics include a brief history of autoethnography; the purposes and practices of doing autoethnography; interpreting, analyzing, and representing personal experience; and evaluating autoethnographic work.
Carolyn Ellis is the leading writer in the move toward personal, autobiographical writing as a strategy for academic research. In addition to her landmark books Final Negotiations and The Ethnographic I, she has authored numerous stories that demonstrate the emotional power and academic value of autoethnography. This volume collects a dozen of Ellis’s stories—about the loss of her husband, brother and mother; of growing up in small town Virginia; about the work of the ethnographer; about emotionally charged life issues such as abortion, caregiving, and love. Atop these captivating stories, she adds the component of meta-autoethography—a layering of new interpretations, reflections, and vignettes to her older work. An important new work for qualitative researchers and a student-friendly text for courses.
Reflecting on Autoethnographic and Phenomenological Experiences: A Caregiver’s Journey is a unique critical qualitative inquiry study that uses the author’s experience as a caregiver to his wife suffering from dementia as the basis of a critical autoethnography. It explores components of positive caregiving that may be not only melancholic and empirical, but also emotionally painful. The book employs multiple approaches that include critical narrative, phenomenology, autoethnography and experiential writing. Through a phenomenological lens of an insider that includes self- and other-hood, marriage, career, fatherhood, suicide, despair, triple grief, loss, caregiving, cooking, housekeeping, advocating mind reading, and encouraging, a narrative illustrating self-reflection on particular experiences is constructed. These culminating experiences result in first-hand and didactical understandings by the caregiver. Individual, personal, and subjective interpretation of relational happenings are explored. Reflective journaling and observations of the seasons of marital life seek to understand if and how shared experiences transcend multiple contexts and help the reader understand experiences of dementia. Reflecting on Autoethnographic and Phenomenological Experiences: A Caregiver’s Journey is a volume that will be invaluable to qualitative inquiry researchers, autoethnographers, and those readers interested in the research of caregiving. Perfect for courses such as: Autoethnography | Advanced Qualitative Inquiry | Disability Studies | Educational Research | Research | Philosophy | Qualitative Research/Inquiry
Advances in Autoethnography and Narrative Inquiry pays homage to two prominent scholars, Arthur Bochner and Carolyn Ellis, for their formative and formidable contributions to autoethnography, personal narrative, and alternative forms of scholarship. Their autoethnographic—and life—project gives us tools for understanding shared humanity and precious diversity; for striving to become ever-more empathic, loving, and ethical; and for living our best creative, relational, and public lives. The collection is organized into two sections: "Foundations" and "Futures." Contributors to "Foundations" explore Carolyn and Art’s scholarship and legacy and/or their singular presence in the author’s life. Contributors to "Futures" offer novel and innovative applications of autoethnographic and narrative inquiry. Throughout, contributors demonstrate how Bochner’s and Ellis’ work has created and shifted the terrain of autoethnographic and narrative research. This collection will be of interest to researchers familiar with Bochner’s and Ellis’ research. It also serves as a resource for graduate students, scholars, and professionals who have an interest in autoethnographic and narrative research. This collection can be used in upper-division undergraduate courses and graduate courses solely about autoethnography and narrative, and as a secondary text for courses about ethnography and qualitative research.
An Autoethnography of Becoming a Qualitative Researcher chronicles Trude Klevan's personal experiences of her doctoral journey, with Alec Grant as an external academic resource and friend, and her subsequent entry into the neoliberal higher education environment. It gives a personal and intimate view of what it's like to become an academic. This book is constructed as an extended dialogue which frequently utilizes email exchanges as data. Firmly grounded in the epistemic resource of friendship, it tells the story of the authors’ symbiotic academic growth around their critical understanding and knowledge of qualitative inquiry and the purposes of such knowledge. The tale told is of the unfolding of a close and mutually beneficial relationship, entangled within sometimes facilitative, sometimes problematic, environmental contexts. It uses these experiences to describe, explore, and critically interrogate some underlying themes of the philosophies, politics, and practices of qualitative inquiry, and of higher education. Disrupting conventional academic norms through their work, friendship, and correspondence, Trude and Alec offer a critical and epistemological view of what it's like to become a qualitative researcher, and how we can do things differently in higher education. This book is suitable for all researchers and students, their supervisors, mentors, and teachers, and academics of qualitative research and autoethnography, and those interested in critiques of higher education.
Reading Autoethnography situates autoethnographic insights within the context of two fundamental concerns of critical qualitative inquiry: justice and love. Through philosophical engagement, it gives close readings of written passages taken from leading autoethnographers and frames the philosophical project of autoethnography as one that is both political and interpersonal. It does this to highlight how autoethnographic lessons can allow us to think through how we may achieve a flourishing for all — something that is both related to justice as it pertains to the political, and when situations are in excess of justice, related to love as it pertains to feeling at home in the world with others. As such, this book will be of interest to those who have a burgeoning interest in autoethnography and seasoned autoethnographers alike; anyone interested in critical qualitative inquiry as a discourse promoting justice and love; and any scholar who has encountered the ethical question of: "What ought we do?"
A practical guide providing researchers with a variety of data collection, analytic, and writing techniques to conduct collaborative autoethnography projects.
This study exposed the ramifications of childhood sexual abuse in regards to an African American woman's self-representation by contextualizing this experience within the larger cultural context; thereby, illuminating issues regarding race, class, gender, and relationships with others. Framed within a feminist theoretical paradigm, this study integrated the sociological context of race and culture using Black Feminist thought (Collins, 2000) and Relational Cultural Theory, which examines women's psychological identity development (Jordan, 2010; Miller, 1976). To illustrate an African American woman's negotiation of existence as a survivor of childhood sexual abuse, this qualitative study employed the research methodology autoethnography. Employing autoethnography provides individuals primarily studied by members of the dominant culture the opportunity to study their own experience. This is especially important when exploring the topic of sexual abuse. Sexual abuse poses methodological concerns for researchers because of the topic's sensitive nature (Ellis & Bochner, 2003: Mendis, 2009). Investigating the impact of sexual abuse is warranted as it gives voice to the survivor's experience; thereby, liberating the survivor. Yet, it is important to note the hegemonic relationship between the researcher and survivor, since the researcher is contextualizing the information through her eyes (Lister, 2003). Through the researcher's contextualization the survivor transitions back into a victim position. Therefore, "survivor discourse about sexual abuse then may be far from "liberatory," as the survivor discloses her innermost experiences to an expert, who then reinterprets the experiences using dominant codes of normality" (Lister, 2003, p. 47). By employing an autoethnographic approach, I am negotiating this hegemonic relationship by serving as the researcher and participant. As the participant I am describing an experience that once victimized me. As the researcher I am contextualizing my journey as a survivor, more specifically, investigating how this experience affected my sense of self, perception of others, and my relationships. With a deeper understanding of self and others, autoethnography can be a very empowering method of inquiry. Autoethnographies can bring "voice" to those marginalized in society and bring coherence for individuals seeking to understand how past experiences have influenced their life and identity (Ellis & Bochner, 2000). .
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.