Autoethnography and the Study of Academic Literacies: Exploring Space, Team Research and Mentoring

Olmos-López, Pamela; Tusting, Karin

doi:10.1590/010318136565715912020

Cited by 10 publications

(5 citation statements)

References 53 publications

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“…The second section provides historical insights about the evolving Age-friendly Auckland Project [34,35] highlighting the two SAP's achievements. Section three situates and elaborates on methodological challenges associated with autoethnographic inquiries [36] as a segue to the fourth section describing the processes involved in using relational leadership interview prompts [37,38] to elicit the narratives of older co-researchers active in progressing Tāmaki Makaurau Auckland's evolving Age-friendly City (AFC) agenda [39]. Section five describes the research participants, and section six explains the methods used to analyse the interview transcripts.…”

Section: Methodsmentioning

confidence: 99%

“…Firstly, this article's collaborative co-production processes involved discussing the ethical implications of participant involvement [24] and secured the informed consent of fellow two-term members of the Auckland Council SAP. Secondly, given the dearth of older co-researcher-participants in Age-friendly publications and the need to confront challenges associated with democratizing knowledge production [69], this bricolage inquiry weaves auto-ethnographic threads into the text [36]. Thirdly, the sudden and unexpected introduction of a maximum two-term limit at the start of 2020 for those serving on the council's six Demographic Advisory Panels raised concerns about the lack of continuity in community leadership on the SAP at a time when developing the AFC Action Plan would involve "Working with council teams, community partners and organisations, informed by the community engagement to develop a plan that will make a real difference to older Aucklanders" [39] (p. 9).…”

Section: Framing Autoethnographic Lived Experiencementioning

confidence: 99%

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Knowing, Being and Co-Constructing an Age-Friendly Tāmaki Makaurau Auckland

Blakey¹,

Clews²

2020

IJERPH

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A third of Aotearoa New Zealand’s increasingly ageing population resides in Tāmaki Makaurau Auckland. This most populous cosmopolitan urban area in the country is also home to the largest Polynesian population of any global city. Sprawling across a North Island isthmus inclusive of Hauraki Gulf islands, 70% of the city region is rural, whilst almost 90% of the ethnically diverse residents live in urban areas. Members of Auckland Council’s Seniors Advisory Panel (SAP) advocated for, and in 2018 secured unanimous support from the governing body to resource an Age-friendly City (AFC) Project. This case study inquiry applied bricolage methodology to provide diverse contextual perspectives of this unique Polynesian setting, prior to exploring interview narratives of three SAP members who served two consecutive terms (six years) as AFC advocates. Weaving insights gleaned from their interview transcripts responding to relational leadership prompts about their age-friendly advocacy with the findings from the council’s AFC Community Engagement report highlighted the achievements and challenges of the evolving AFC Project. Service-learning recommendations include co-developing: (1) A sustainable co-governance framework for an independent steering group that embodies the values and principles of Te Tiriti o Waitangi to enable empowered active ageing for all residents; (2) A succession plan that enables the timely transfer of knowledge and skills to empower incoming SAP members.

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Section: Methodsmentioning

confidence: 99%

Section: Framing Autoethnographic Lived Experiencementioning

confidence: 99%

Knowing, Being and Co-Constructing an Age-Friendly Tāmaki Makaurau Auckland

Blakey¹,

Clews²

2020

IJERPH

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“…It is essential for educators to highlight their journeys in transforming their traditional practices to online classes or remote teaching (Quezada et al, 2020). Autoethnography is a popular research method carried out by academicians to investigate and refine their academic practices (Olmos-López & Tusting, 2020). Many autoethnographic research are conducted by solo researchers (Paukova et al, 2019).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Many autoethnographic research are conducted by solo researchers (Paukova et al, 2019). Collaborative autoethnography allows researchers to share their own personal thoughts to support their understanding of the phenomena they were generating produce and describes unified unique narratives of challenges and practices of a profession (Chang et al, 2013;Olmos-López & Tusting, 2020). In addition to drawing on their own experiences and perspectives, researchers may also engage in collaborations with other individuals or groups in the setting being studied (Chang et al, 2014).…”

Section: Literature Reviewmentioning

confidence: 99%

Teaching Through Turmoil: A Collaborative Autoethnographic Exploration of Emergency Remote Teaching in Malaysian Higher Education

Latisha Asmaak,

Rozilawati,

Aidura

2023

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The COVID-19 pandemic forced traditional higher education institutions to switch to Emergency Remote Teaching through internet platforms and traditional modes which created significant disruptions. Language educators also were required to conduct online assessments. Using a collaborative autoethnography, we analysed our experiences on Emergency Remote Teaching as three language educators at three Malaysian higher education institutions during the COVID-19 epidemic. We were experts in traditional face-to-face classrooms but novices in online learning environments. The framework for our research was resilience theory. Resilience describes our ability to alter and adapt in the face of adversity. We employed theme analysis to evaluate our self-reflective field notes, which were supplemented with social media posts, from April 2020 to April 2021. Our findings indicate that four themes arose from our research. The findings suggest that four themes emerged from our study; i. strategies used during Emergency Remote Teaching, ii. multiple roles, iii. resiliency, and iv. challenges. The findings give insights into educators' tactics for adapting to the Emergency Remote Teaching environment, their many responsibilities, their resiliency, and the problems they experienced. We feel that our experiences with Emergency Remote Teaching have helped us become better competent language instructors who advocate the synergy of online and offline language study. Our research adds to a better understanding of the experiences that language educators had during Emergency Remote Teaching and the use of these experiences in higher education professional development. These findings are important for policymakers, administrators, and educators as they develop strategies and policies to assist educators in times of crisis.

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“…Essentially, these narratives are woven from the impressions that chosen spaces and places leave on the researcher (Adams et al ., 2015). Through these accounts, researchers can scrutinize how their personal experiences are molded by the physical and social milieus within which they unfold and the reciprocal influence they exert on these environments (Olmos-López and Tusting, 2020). In the context of a workplace-focused study, this could entail exploring the researcher's personal experiences of their workplace's physical and social terrain.…”

Section: Autoethnographic Forms For Workplace Explorationmentioning

confidence: 99%

Autoethnography in the modern workplace: a reflexive journey

Orel

2023

JOE

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PurposeThis conceptual paper seeks to critically evaluate and illuminate the diverse autoethnographic methodologies that are pivotal for understanding the dynamics of contemporary workspaces. The objective is to contribute to the ongoing scholarly debate on the value of autoethnography in workplace research and explore how it can shed light on complex organizational phenomena.Design/methodology/approachThe paper adopts a narrative literature review approach, focusing on four main forms of autoethnography: realist, impressionistic, expressionistic and conceptualistic autoethnographies. Each form is discussed and dissected, emphasizing their specific sub-forms and illustrating their application through representative examples. The paper engages in a critical debate on utilizing autoethnography in workplace research.FindingsThe findings illuminate how autoethnographic methods can be used to gain nuanced and complex understandings of personal experiences situated in workplace culture, as well as how broader social and cultural contexts shape these experiences. The study also highlights the potential of these methods to explore marginalized and silenced stories within workplaces and contribute to the knowledge on power dynamics, inequalities and injustices embedded in the organizational culture.Practical implicationsThe following contribution discusses approaches for conducting autoethnographic explorations of selected work environments, offering researchers valuable insights into these methods' application. Through better comprehension and application of these methodologies, researchers can enhance their contribution toward cultivating more inclusive and equitable workplace environments.Originality/valueThe paper stands out in its extensive review and critical discussion of the autoethnographic methods as applied in workplace research. It expands upon individual autoethnographic studies by providing a comprehensive, multifaceted perspective, delving into the merits and limitations of these approaches in particular context of researching contemporary places of work.

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Autoethnography and the Study of Academic Literacies: Exploring Space, Team Research and Mentoring

Cited by 10 publications

References 53 publications

Knowing, Being and Co-Constructing an Age-Friendly Tāmaki Makaurau Auckland

Knowing, Being and Co-Constructing an Age-Friendly Tāmaki Makaurau Auckland

Teaching Through Turmoil: A Collaborative Autoethnographic Exploration of Emergency Remote Teaching in Malaysian Higher Education

Autoethnography in the modern workplace: a reflexive journey

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