‘A critical autoethnography of a doctoral students’ research journey: learning to take risks in the academy’

Lynch, Shrehan; Kuntz, Aaron M.

doi:10.1080/25742981.2019.1588762

Cited by 22 publications

(6 citation statements)

References 37 publications

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“…Instead, it aims to “convey the kind and degree of evidence to readers that invites them to compare their own lived experiences and contexts of interest to those conveyed by the author(s)” (Hughes et al , 2012, p. 215). Through the use of personal experiences and stories, autoethnography facilitates the viewing of commonalities of human experience within other similar settings (Lynch and Kuntz, 2019). This methodology challenges the traditional notion of research that separates the researcher from the research in the name of objectivity.…”

Section: Methodsmentioning

confidence: 99%

“A powerful synergy”: the benefits and challenges of completing a doctoral program part-time while teaching full-time

Nerlino

2023

SGPE

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Purpose The purpose of this study is to examine the benefits and challenges of simultaneously participating part-time in a doctoral program and teaching full-time in the K-12 classroom. Design/methodology/approach In this study, the author used autoethnography to examine the benefits and challenges she faced as a part-time doctoral student and full-time, public high-school English language arts teacher. Findings The findings included that managing finite personal resources such as time and mental bandwidth constituted a challenge while simultaneously existing in both worlds created a unique perspective derived from the knowledge, ideas and events in each world constantly prompting reflection on the other. Additionally, benefits – the synergy between research and practice – and challenges – the frustration that occurred when potential crossover faced resistance – resulted from the cross-pollination between studying and teaching. Finally, inhabiting both worlds ended up changing the author’s plans, raising questions about where to go upon finishing her degree. Originality/value Scant research exists about part-time doctoral students in general, even less research exists on part-time students who work full-time in any profession, and even less broaches teachers’ experiences teaching full time while in a doctoral program. Given the need for classroom realities to better inform research and policy, examining the possibilities regarding part-time doctoral programs for teachers holds potential for both practice and research to speak to one another.

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Section: Methodsmentioning

confidence: 99%

“A powerful synergy”: the benefits and challenges of completing a doctoral program part-time while teaching full-time

Nerlino

2023

SGPE

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“…Finally he is also a faculty member and long adopter of UDL who endeavours to implement it in his own practice and seeks to support colleagues through the same reflection. Phenomenological data from all three of these perspectives and lived professional experiences is used and analyzed within this paper in a format of auto-ethnography as methodological tool [28].…”

Section: Methodological Reflectionmentioning

confidence: 99%

Universal Design for Learning as a Tool for Inclusion in the Higher Education Classroom: Tips for the Next Decade of Implementation

Fovet¹

2020

EDU

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Universal Design for Learning (UDL) has gained significant momentum in Higher Education (HE) over the last decade in North America. It offers considerable potential to achieve the inclusion of diverse students in the HE classroom. It is a unique approach, first because it shifts the instructor mindset away from medical model practices, and second because it allows the development of inclusive practices that address the needs of the full spectrum of diverse learners. As a result of this growing interest, there have been implementation efforts within a wide range of disciplines and settings in post-secondary education. The time has come, however, to identify the challenges that remain, to seek appropriate solutions, and to develop strategic direction to shape UDL adoption for the next decade. This paper draws on phenomenological data collected by the author on his own practice through a process of auto-ethnography. This data emerges from three dimensions of the author's practice: his past role as manager of an accessibility unit, as well as his current role as UDL consultant within HE, and faculty member exploring UDL in his own teaching. The chapter identifies remaining challenges, explores solutions, and frames a vision for what UDL development might look like in HE over the next decade.

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“…Inherent in critical autoethnography is a critical examination of power, culture and social processes, and how people navigate these systems (Fernández, 2018). Critical autoethnography differs from conventional autoethnography because of its explicit focus on issues of power which, therefore, allows for both a personal critique and a cultural critique within wider societal structures and systems of domination (Lynch & Kuntz, 2019).…”

Section: Methodsmentioning

confidence: 99%

A transformative learning journey of a teacher educator in enacting an activist approach in Physical Education Teacher Education

Luguetti

Oliver

2020

The Curriculum Journal

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Over the past decades, a body of scholarship has highlighted the benefits of an activist approach in Physical Education Teacher Education (PETE). This body of research shows that an activist approach enables teacher educators, student teachers and young people to work together in order to become conscious of the power structures in society that lead to social inequities. Although we have a body of research on social justice and critical pedagogy in PETE, there is much to learn about physical education teacher educators’ learning journeys in enacting activist approaches. By using a critical autoethnography approach, this study explores a transformative learning journey experienced by the lead author in enacting an activist approach based on young people’s voices. The PETE educator’s learning journey emerged from the reflexive process in the last 8 years with the second author. A critical theoretical framework based on critical pedagogy and feminist studies is employed to discuss the transformative learning journey presented in this paper. By establishing a collective meaning, we aim to provide rich instances of critical pedagogies that add to the project of identifying various approaches to social justice in PETE contexts. This is a relevant story to PETE practitioners who might be attempting to take a critical stance in contemporary university contexts.

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‘A critical autoethnography of a doctoral students’ research journey: learning to take risks in the academy’

Cited by 22 publications

References 37 publications

“A powerful synergy”: the benefits and challenges of completing a doctoral program part-time while teaching full-time

“A powerful synergy”: the benefits and challenges of completing a doctoral program part-time while teaching full-time

Universal Design for Learning as a Tool for Inclusion in the Higher Education Classroom: Tips for the Next Decade of Implementation

A transformative learning journey of a teacher educator in enacting an activist approach in Physical Education Teacher Education

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