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E-grāmata: Routledge International Handbook of Autoethnography in Educational Research

Edited by , Edited by , Edited by (University of Southern Queensland, Australia)
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The Routledge International Handbook of Autoethnography in Educational Research presents diverse and rigorous contemporary research at the intersection between autoethnography and educational research.

The handbook investigates the bidirectional connection between autoethnography and educational research in relation to four themes: enhancing teaching and teacher education with autoethnography; enlarging doctoral study and supervision with autoethnography; conducting identity work and relationship-building via autoethnography; and promoting social justice through autoethnography. In addition to the synthesising introduction and conclusion chapters, the 27 main chapters in the handbook cover current research from Africa, Aotearoa New Zealand, Australia, Bangladesh, Canada, Spain, the United Kingdom, the United States and Venezuela. The chapters present novel applications of several key concepts and research methods, including activism, arts-based research, critical reflection, decolonising feminism, doctoral study and supervision, hybrid identities, Indigenous research, migrant education, racism, researcher self-efficacy, teacher identity, visual autoethnography and writing as voice.

This book will be of use to all researchers, and doctoral and Masters students, using qualitative and autoethnographic methods in Education and related fields.
List of figures
xi
List of tables
xii
Acknowledgements xiii
Notes on contributors xiv
1 Pedagogies, positionality and power: maximising the mutual meanings of autoethnography and educational research
1(10)
Emilio A. Anteliz
Deborah L. Mulligan
Patrick Alan Danaher
SECTION 1 Enhancing teaching and teacher education with autoethnography: Introduction
11(62)
Deborah L. Mulligan
2 Illuminating the epiphany: reflecting on disability and inclusion in education
13(10)
Karen Barley
3 Five years after: constructing a robust teacher identity through autoethnography as professional development
23(11)
Brian Andrew Benoit
4 Uncovering buried treasure: digging deep to decolonise research and teaching practice in Aotearoa New Zealand
34(14)
Anne Bradley
5 Evolving teacher education practice through collaborative arts-based autoethnography
48(14)
Shelley Hannigan
Jo Raphael
Peta J. White
6 Teacher identity: the potential of autoethnographic research for restoration, renewal and retention
62(11)
Nadia Mead
SECTION 2 Enlarging doctoral study and supervision with autoethnography: Introduction
73(94)
Deborah L. Mulligan
7 Effective autoethnographic exploration to enhance an educational doctoral researcher's self-efficacy: journey to becoming a researcher
75(11)
Aruna Devi
8 Visual autoethnographic analysis for case study understanding
86(16)
Karl Matthews
9 The strengths and applications of collaborative autoethnography and phenomenography through methodological fusion in educational research
102(13)
Nona Press
Dolene Rossi
10 Conversations with my dog: anthropomorphising self-narrative as a researcher's autoethnographic tool when writing her thesis and conducting grief work
115(11)
Deborah L. Mulligan
11 An autoethnographic analysis of mental health (PTSD) recovery, empowerment and activism through university education
126(11)
Meg Forbes
12 A comparative autoethnographic lens on the doctorate as told by a supervisor and a doctoral candidate
137(11)
Naomi Ryan
Deborah L. Mulligan
13 An autoethnographic exploration of hybrid identities within education
148(8)
Jennifer Clutterbuck
14 Slipping and sliding: autoethnographic reflections on supervising, examining and evaluating autoethnography
156(11)
Sheila Trahar
SECTION 3 Conducting identity work and relationship-building via autoethnography: Introduction
167(100)
Deborah L. Mulligan
15 This is sweet but uncomfortable: an autoethnography of being African in American classrooms
169(11)
James Akpan
16 Susurrations of a swansong: autoethnographic sense-making by an Australian professor of education working on identity shift and relationship reshaping
180(16)
Patrick Alan Danaher
17 Voicing my writing, writing my voice: autoethnography as a way to explore and (re) think my personal and academic self
196(16)
Gustavo Gonzalez-Calvo
18 The formation of an identity in a multicultural household: an autoethnography
212(10)
Arturo Perez Lopez
Patricia Varas
19 Self, reflexivity and the crisis of "outsideness": a dialogical approach to critical autoethnography in education?
222(10)
Ashley Simpson
20 Looking beyond the gaze: a reflective faculty learning experience
232(11)
Devi Akella
21 Practical identities as sources for exploration: autoethnography as critical reflection
243(11)
Lynelle Watts
Rebecca Waters
22 The triple nexus between identity work and relationship-building: a collaborative autoethnography about university continuing education programs for Venezuelan engineers
254(13)
Emilio A. Anteliz
Paolo Maragno
SECTION 4 Promoting social justice through autoethnography: Introduction
267(81)
Deborah L. Mulligan
23 Co-constructing testimonios: critical narratives of Latinx student college success
269(15)
Mery F. Diaz
Irma Cruz
Katherine Legarreta
Mercedes Lopez
Bethany Vazquez
24 Revealing racism is ugly and uncomfortable: a White teacher's autoethnography
284(11)
Julie Keyantash Guertin
25 Autoethnography as activism: social media, influence, and community building
295(11)
Ceceilia Parnther
26 Decolonising feminism in class: an autoethnography of a Bangladeshi feminist woman
306(11)
Sharin Shajahan Naomi
27 They have lessons to teach me: critical reflection and autoethnography in an Australian adult migrant English program
317(9)
Skye Playsted
28 Kaupapa Maori autoethnography
326(11)
Georgina Tuari Stewart
29 Identifying implications and issues: selected lessons learned from intersecting autoethnography and educational research
337(11)
Patrick Alan Danaher
Emilio A. Anteliz
Deborah L. Mulligan
Index 348
Emilio A. Anteliz is a hydrometeorological engineer, with extensive experience at the Central University of Venezuela in managing projects, and in designing and delivering professional development and extension learning courses for practising engineers and professionals in related fields. He is also interested in lifelong and informal learning and environmental consciousness.

Deborah L. Mulligan is an Honorary Postdoctoral Researcher at the University of Southern Queensland, Australia. Her research interests include gerontology, where she has published and presented widely on older men and suicide ideation. Deborah has a strong interest in community capacity building through examining psychosocial groups targeted at marginalised cohorts.

Patrick Alan Danaher is Professor (Educational Research) at the University of Southern Queensland, Australia. In addition, he is an Adjunct Professor at Central Queensland University, and at James Cook University, both in Australia, and he is also Docent in Social Justice and Education at the University of Helsinki, Finland.
Biežāk uzdotie jautājumi par e-grāmatām Biežāk uzdotie jautājumi par e-grāmatām
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