Affirming the “S” in HBSE Through the Socio-Cultural Discourses of Lev Vygotsky, Barbara Myerhoff, Jerome Bruner, and Ken Gergen

Swartz, Ronnie

doi:10.1080/10911350903041545

Cited by 3 publications

(2 citation statements)

References 3 publications

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“…It highlights that "the stories we tell about ourselves, the roles we play, the artifacts we construct, and the relationships we negotiate continually generate and revise who we are." (Swartz 2009:794) Ronnie Swartz goes on to identify that this self-reflection is enhanced by others "reflecting back". This allows people to both tell their stories and to construct them further relationally.…”

Section: Academic Discourse Communitiesmentioning

confidence: 99%

“…Personal identity cannot be clean, consistent, or concise, nor can it ever be fixed and permanent, nor yet can it be individually bounded. (Swartz 2009:794) He warns against "expertising" (my neologism) identity and hence becoming "at risk of stepping into non-preferred identities when an audience of identity experts is thrust upon us". (796) Academic discourse modes themselves are clearly a form of "expertising" lived personal stories.…”

Section: Academic Discourse Communitiesmentioning

confidence: 99%

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The Self as Data: A Qualitative Methodology

Arnold¹

2011

JEDP

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This paper explores ways in which recognition and involvement of the story of self means that the “I” becomes
data and methodology. I also look at the ways in which such a narrative of knowledge can legitimately add to the
scholarly conversations within the academy. Increasingly, qualitative methodologies in the academy are looking
towards newer and more diverse understandings of the ways in which we explore ourselves in the process of
exploring ideas, practices, and scholarly questions so as to take an academic debate forward. This means that the
self as data has become a mine for exploration and increasing knowledge-production as a result of analytic
observation through the prism of self. It does not mean that there is a simple reductionist view of one’s own
observations as being significant in themselves alone. Rather, it is a recognition of the inevitability of the “I”
being involved in academic knowledge production

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Section: Academic Discourse Communitiesmentioning

confidence: 99%

Section: Academic Discourse Communitiesmentioning

confidence: 99%

The Self as Data: A Qualitative Methodology

Arnold¹

2011

JEDP

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Walking in both worlds: rethinking Indigenous knowledge in the academy

Arnold

2016

International Journal of Inclusive Education

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Culture, consent and confidentiality in workplace autoethnography

Lee

2018

JOE

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Purpose The purpose of this paper is to examine the author’s experiences as a school teacher and a lesbian. It considers the culture and discourses of power in the school and the ethical implications of telling the author’s story. Utilizing autoethnography as a method of inquiry, it draws on a critical incident to explore the incompatibility of the author’s private and professional identities, and reflect on the impact of homophobic and heteronormative discursive practices in the workplace, on health, well-being and identity. Design/methodology/approach This research is grounded in an interpretivist philosophy. It utilizes writing about the self as a method of inquiry. Findings This research examines the incompatibility of the author’s private and professional identities and offers insight into the steps that those in positions of power will take to protect and perpetuate the heteronormative discourse of rural life. Research limitations/implications This research presents the perspective of only one lesbian teacher in a rural context. Consequently, generalizations are inappropriate and recommendations are difficult. Whilst the absence of clear ethical regulation presents an infinite number of possibilities for autoethnographers, the silence that surrounds the prescription of the ethics of autoethnography leaves those of us at the beginnings of our research careers without clear guidance. Originality/value This research specifically addresses a dearth of research examining the experiences of the rural lesbian (or gay) teacher in the UK. Headteachers of rural schools must ensure that their schools are inclusive and welcoming environments for teachers, and their equalities policies are living documents that are not simply cast aside in the face of rural parent power. Young people in the countryside deserve access to the full pool of teaching talent and should have access to the diverse role models that their urban and suburban counterparts are beginning to enjoy.

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Affirming the “S” in HBSE Through the Socio-Cultural Discourses of Lev Vygotsky, Barbara Myerhoff, Jerome Bruner, and Ken Gergen

Cited by 3 publications

References 3 publications

The Self as Data: A Qualitative Methodology

The Self as Data: A Qualitative Methodology

Walking in both worlds: rethinking Indigenous knowledge in the academy

Culture, consent and confidentiality in workplace autoethnography

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