The Routledge International Handbook of Autoethnography in Educational Research presents diverse and rigorous contemporary research at the intersection between autoethnography and educational research.
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.
1. Pedagogies, Positionality and Power: Maximising the Mutual Meanings
of Autoethnography and Educational Research; Section 1: Enhancing Teaching
and Teacher Education with Autoethnography: Introduction
2. Illuminating the
Epiphany: Reflecting on Disability and Inclusion in Education
3. Five Years
After: Constructing a Robust Teacher Identity through Autoethnography as
Professional Development
4. Uncovering Buried Treasure: Digging Deep to
Decolonise Research and Teaching Practice in Aotearoa New Zealand
5. Evolving
Teacher Education Practice through Collaborative Arts-Based Autoethnography
6. Teacher Identity: The Potential of Autoethnographic Research for
Restoration, Renewal and Retention; Section 2: Enlarging Doctoral Study and
Supervision with Autoethnography: Introduction
7. Effective Autoethnographic
Exploration to Enhance an Educational Doctoral Researchers Self-Efficacy:
Journey to Becoming a Researcher
8. Visual Autoethnographic Analysis for Case
Study Understanding
9. The Strengths and Applications of Collaborative
Autoethnography and Phenomenography through Methodological Fusion in
Educational Research
10. Conversations with My Dog: Anthropomorphising
Self-Narrative as a Researchers Autoethnographic Tool When Writing Her
Thesis and Conducting Grief Work
11. An Autoethnographic Analysis of Mental
Health (PTSD) Recovery, Empowerment and Activism through University Education
12. A Comparative Autoethnographic Lens on the Doctorate as Told by a
Supervisor and a Doctoral Candidate
13. An Autoethnographic Exploration of
Hybrid Identities within Education
14. Slipping and Sliding: Autoethnographic
Reflections on Supervising, Examining and Evaluating Autoethnography; Section
3: Conducting Identity Work and Relationship-Building via Autoethnography:
Introduction
15. This is Sweet but Uncomfortable: An Autoethnography of Being
African in American Classrooms
16. Susurrations of a Swansong:
Autoethnographic Sense-Making by an Australian Professor of Education Working
on Identity Shift and Relationship Reshaping
17. Voicing My Writing, Writing
My Voice: Autoethnography as a Way to Explore and (Re)Think My Personal and
Academic Self
18. The Formation of an Identity in a Multicultural Household:
An Autoethnography
19. Self, Reflexivity and the Crisis of "Outsidedness": A
Dialogical Approach to Critical Autoethnography in Education?
20. Looking
Beyond the Gaze: A Reflective Faculty Learning Experience
21. Practical
Identities as Sources for Exploration: Autoethnography as Critical Reflection
22. The Triple Nexus between Identity Work and Relationship-Building: A
Collaborative Autoethnography about University Continuing Education Programs
for Venezuelan Engineers; Section 4: Promoting Social Justice through
Autoethnography: Introduction
23. Co-Constructing Testimonios: Critical
Narratives of Latinx Student College Success
24. Revealing Racism is Ugly and
Uncomfortable: A White Teachers Autoethnography
25. Autoethnography as
Activism: Social Media, Influence and Community Building
26. Decolonising
Feminism in Class: An Autoethnography of a Bangladeshi Feminist Woman
27.
They Have Lessons to Teach Me: Critical Reflection and Autoethnography in an
Australian Adult Migrant English Program
28. Kaupapa Mori Autoethnography
29. Identifying Implications and Issues: Selected Lessons Learned from
Intersecting Autoethnography and Educational Research
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.
