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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 Routledge International Handbook of Autoethnography in Educational Research presents diverse and rigorous contemporary research at the intersection between autoethnography and educational research.
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Autorenporträt
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.
Inhaltsangabe
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 Researcher's 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 Researcher's 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 Teacher's 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 M¿ori Autoethnography 29. Identifying Implications and Issues: Selected Lessons Learned from Intersecting Autoethnography and Educational Research
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 Researcher's 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 Researcher's 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 Teacher's 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 M¿ori Autoethnography 29. Identifying Implications and Issues: Selected Lessons Learned from Intersecting Autoethnography and Educational Research
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