Autoethnography

Adams, Tony; Ellis, Carolyn; Jones, Stacy Holman

doi:10.1002/9781118901731.iecrm0011

Cited by 242 publications

(145 citation statements)

References 19 publications

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“…The main studies in the qualitative-ethnographic approach are based on the phenomenological perspective (Karnieli, 2006;Denzin, 2013;. This approach is based on a theoretical orientation that focuses on the essence of the experience of the various participants (Moustakas, 1994;Adams, Ellis, & Jones, 2017). This approach enables starting to research without the need for a clear and defined theory.…”

Section: Autoethnographymentioning

confidence: 99%

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The Interaction between Learners and Learner-Facilitator in an Online Learning Environment

Hesrcu-Kluska¹

2019

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We live in an online computerized world; the online environment reaches every part of the modern life and therefore studying and learning as well. As the concept of learning in an online environment increasing, some questions are raising: Does online learning change the learner's interaction? Does online learning change the learner-facilitator interaction? This Autoethnography study is trying to shed some light on these two types of relations, from an individual learner point of view. The study raises the need to pay attention to the interactions between learners and the learners-teacher/facilitator as an online course being planned and pay attention to these interactions as the online course develops, especially at learning in a collaborative learning group. That type of learning requires an interaction between the students, though online learning seems to ignore the need for learners' collaboration. Moreover, the interaction between learners and the facilitator in an online course often attend to a more technical point of view. This Autoethnography study shows that although we live in a computerized world, learning in an online environment is not self-evident, and we need to thoroughly consider how online courses should be built and whether they can fully replace traditional courses. In addition, an indirect finding emerged in this study, which is the complexity of the online student-facilitator interaction from the educational-pedagogical point of view. Since this study is autoethnographic it reflects an individual learner's perspective, allowing to examine these interactions through particular lens. Therefore, each participator may reach different findings regarding his or her personal experience as a learner in an online learning environment.

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Section: Autoethnographymentioning

confidence: 99%

“…Adopting a research-ethnographic approach as a way of life... will help the teacher develop awareness to his students and their needs (Karnieli, 2006;Adams et al, 2017).…”

Section: Autoethnographymentioning

confidence: 99%

The Interaction between Learners and Learner-Facilitator in an Online Learning Environment

Hesrcu-Kluska¹

2019

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“…Autoethnography is essentially about oneself and the journey of personal experience in different contexts. Adams, Ellis and Holman Jones (2017) describe autoethnography as a research method that uses "personal experience to describe and interpret cultural texts, experiences, beliefs and practices" (p. 1). These authors highlight one purpose of autoethnography is to share insider knowledge of a particular cultural or social experience.…”

Section: Autoethnographymentioning

confidence: 99%

“…Findings from such autoethographic studies research have proven that presenting information through other modes other than language can powerfully represent meaning-often unbeknown to the researcher. Adams et al (2017) for example, believed other methods often enable the opportunity to be able to capture everyday experiences that may not be possible through written means. For autoethnographers, reflection or 'rigorous self-reflection' (Adams et al, 2017) is a key skill needed to record personal information.…”

Section: Autoethnographymentioning

confidence: 99%

Recollage as a tool for self-care

Barton

2019

QRJ

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Purpose Working in the academy can be both challenging and exciting as it can be trying and difficult to negotiate if one is unprepared. Past research has acknowledged the importance of reflective practice in order to face such trials positively. This study utilises arts-based/multimodal reflection to contemplate the lived experience of one early career researcher in her first five years of employment. Adopting an arts-based approach, the researcher regularly reflected via the medium of collage. The purpose of this paper is to report on recollaged artefacts that are analysed in relation to meta-semiotic meanings as well as how they correspond to Schwab’s “lines of flight”, revealing both positive and negative acuities. Findings show that taking the time to delineate feelings via arts-based reflection can illuminate silent thoughts and deliberations and support an early career academic in appreciating and improving awareness of higher education regularities. Implications highlight how recollage can be an effective tool for the self-care of early career academics. Design/methodology/approach Adopting an arts-based approach, the researcher regularly reflected via the medium of collage. This paper reports on recollaged artefacts. These were analysed in relation to meta-semiotic meanings as well as how they corresponded to Schwab’s “lines of flight”, taking both positive and negative acuities. Findings Findings showed that taking the time to delineate feelings via arts-based reflection can reveal silent thoughts and deliberations and support an early career academic in appreciating and improving awareness of higher education regularities as well as self-care. Research limitations/implications Implications highlight how recollage can be effective for early career academics in reflecting on their everyday work and improve self-care. Practical implications Practical implications include the fact that readers will be able to adopt the arts-based methods used in this paper in order for them to reflect on their everyday work in the academy. The recollaged practice will improve their self-care and allow time to reflect effectively and creatively. Social implications Social implications include that colleagues could do recollaged practice together. Reflection done collaboratively can also improve self-care and well-being for those working in the academy. Originality/value Recollage is a new method of autoethnography the author has developed for the purpose of reflecting on my journey as an early career researcher. Now, in leadership roles, this approach has allowed the author to move forward positively in the academy.

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“…This approach uses a researcher's personal experience to describe, analyse, interpret, and critique the beliefs, values, and actions acknowledging the self-other relationship through depth of reflective and reflexive evocative narratives of different genres (Adams, Jones, & Ellis, 2015). It is a form of self-study by writing narratives of different genres, for example, stories, poems, dialogues, drama, collage, etc., to name a few that focus on the vivid memories, feelings, thoughts, emotions, angers, griefs, excitements, anxieties, fears, and aha!…”

Section: Introductionmentioning

confidence: 99%

Autoethnography of “My Autoethnography”

Belbase¹

2017

Preprint

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The purpose of this paper is to reflect on "My Autoethnography" that I performed during writing dissertation for M.Phil. in Education at a university in Nepal. For this, I reflect on my experience of doing autoethnography with four turning points -a connection to mentors, a presentation of poetic narrative in a class, a proposal for this research, and the dissemination of "My Autoethnography". I present an evocative narrative of 'the parallels' connecting childhood experiences with blissful eternal dance. I analyse it from the perspective of methodological, relational and ethical lenses. I present some merits and caveats of autoethnography as a method of research based on my experience of using the approach. This also helped me to see not only to the past and present, but it also opened my eyes to envision the future in terms of learning and teaching mathematics. The other merit was access to my private world through the construction of thick and rich evocative narratives with a variety of textual expressions and a sense of mental emancipation. The major caveats of this approach were associated with the extent of focus in writing the narratives, vagueness with mystical expression and imaginative connections between the events of different time, an indulgence on personal stories making forceful connection with theories, self-disclosure of sensitive issues, and ethical issues related to the narratives about the others. I conclude the paper with a reflection and poetic reminiscent of 'My Autoethnography'.Keywords: Autoethnography, poetic narrative, mystical narrative, emancipation.Autoethnography (or auto/ethnography) is a form of qualitative research method that uses the researcher's personal experiences as foreground and social-cultural-political context as the background. This approach uses a researcher's personal experience to describe, analyse, interpret, and critique the beliefs, values, and actions acknowledging the self-other relationship through depth of reflective and reflexive evocative narratives of different genres (Adams, Jones, & Ellis, 2015). It is a form of self-study by writing narratives of different genres, for example, stories, poems, dialogues, drama, collage, etc., to name a few that focus on the vivid memories, feelings, thoughts, emotions, angers, griefs, excitements, anxieties, fears, and aha! This paper first exposes my 'self' to the readers with historical accounts of unfolding moments to construct "My Autoethnography". I present and discuss a vignette that that relates my childhood to my daughter's childhood play and relates the parallel to eternal dance of Shiva. I explore some merits and caveats of "My Autoethnography" followed by a brief reflection with poetic evocation. EXPOSING SELF AND REVISITING THE HISTORY My Early Mathematics: Natural MathematicsFor me, the charisma of early mathematics of pebbles and cows of clay models started since spring of 1975 with sprouting blossoms of apricot in front of my house at Karange Kot, Dang, Nepal when I was three years old. I wondere...

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Autoethnography

Cited by 242 publications

References 19 publications

The Interaction between Learners and Learner-Facilitator in an Online Learning Environment

The Interaction between Learners and Learner-Facilitator in an Online Learning Environment

Recollage as a tool for self-care

Autoethnography of “My Autoethnography”

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Autoethnography

Cited by 242 publications

References 19 publications

The Interaction between Learners and Learner-Facilitator in an Online Learning Environment

The Interaction between Learners and Learner-Facilitator in an Online Learning Environment

Recollage as a tool for self-care

Autoethnography of &ldquo;My Autoethnography&rdquo;

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Resources

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Autoethnography of “My Autoethnography”