Critical Autoethnography and the Vulnerable Self as Researcher

Tilley-Lubbs, Gresilda A.

doi:10.1007/978-94-6300-567-8_1

Cited by 25 publications

(16 citation statements)

References 5 publications

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“…The allure (for me) of critical autoethnography is, arguably, its defining feature which is its potential to integrate autobiography, ethnography, and critical pedagogy into a methodology that affords the researcher a milieu within which, for me, his complicity as historically situated researcher (and self-recognition as oppressor) can be intensely interrogated (Tilley-Lubbs, 2016). The writing of the self is always about a vulnerable self.…”

Section: A Methodological Notementioning

confidence: 99%

Aligning with feminism: Critical autoethnographic reflections of a profeminist heterosexual male teacher educator

Maistry

2021

Journal of Education

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In the last two decades, education scholarship has made significant progress in advancing the feminist social justice agenda with women scholars having been almost entirely the drivers of this movement. Women scholars in teacher education have been successful in establishing and consolidating this disciplinary field of study quite firmly in the teacher education curriculum. Despite this, many forms of oppression, including domestic or intimate partner violence and sex- and gender-based violence, continue to plague South African universities and society in general. The current COVID-19 pandemic's mandatory home confinement restrictions have further exacerbated the conditions for individuals likely to experience domestic violence. Men have been relatively silent and inactive in this social justice project. There is also limited extant scholarship that addresses the role that profeminist men might play in this social justice enterprise. There is also little work that attempts to understand the level of sophistication with which men understand feminism, determine with which feminisms men might align themselves, and the accountability and responsibility that might come with assuming certain positions. In this critical autoethnographic piece, I engage with the questions of how critical pedagogical encounters in a teacher education course might serve as disruptive devices that trouble stubbornly resistant gendered socialisations. I draw on my experiences as a teacher educator as I struggle to locate and identify my own profeminist positionality and the tensions this presents. I contemplate the poststructuralist caution about writing (my)self into a text given that the writing self is an evolving/changing self. I reflect on my attempt to disrupt obliviousness as I contemplate the prospect of self-disclosure as a point of entry for profeminist men's praxis in a teacher education programme subscribed to by young men (and women) deeply socialised in a patriarchal history and culture.

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Section: A Methodological Notementioning

confidence: 99%

Aligning with feminism: Critical autoethnographic reflections of a profeminist heterosexual male teacher educator

Maistry

2021

Journal of Education

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“…Critical autoethnography strives to take this "cultural analysis through personal narrative" to another level, mobilizing "multiple standpoints to situate their stories and lives to call out positions of privilege and expose moments of vulnerability" (Boylorn and Orbe, 2014: 17, 18). In recent times, critical autoethnography has been used effectively to conduct research in marginalized, vulnerable communities where researchers, through reflexivity and introspection, study the Self as participant, acknowledging that as members of a dominant culture, they interpret the "facts" through their own sociocultural circumstances (Tilley-Lubbs, 2016). This method has proved fruitful for academics to focus on analyzing their own teaching and learning contexts, practices, experiences, and issues from sympathetic positions, such as in the Special Issue of the International Journal of Multicultural Education on "Critical Autoethnography in Pursuit of Educational Equity" (2017).…”

Section: Critical Autoethnographymentioning

confidence: 99%

Autonomy and Community in Learning Languages Online: A Critical Autoethnography of Teaching and Learning in COVID-19 Confinement During 2020

Dutton

2021

Front. Educ.

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During COVID-19 confinement in 2020, there has been a massive increase in learning languages online via a variety of apps, short courses, and as part of higher education on-campus degrees converted to online learning. This study argues that attention to the balance of autonomy and community is vital to successful language learning online. An initial exploration of recent scholarship on autonomy and community in learning languages online validates this approach to evaluating the situation. The specific phenomenon of online language teaching and learning during 2020 at the University of Melbourne is then presented as an autoethnographic case study and analyzed in the context of this research. In 2020, the author participated in online language learning experiences from several different perspectives. As Head of Languages, she led development of a new undergraduate certificate in languages in response to an Australian Federal Government initiative to offer significant subsidies for online language certificates in 2020. As a keen language learner, she enrolled in one of these certificates to study Italian. As a French lecturer, she converted Matters of Taste—French Eating Cultures, a highly interactive and sensory oriented on-campus subject for advanced French students, to online delivery. The autoethnographic work undertaken in this article aims to examine critically the author’s experiences of teaching and learning in 2020, assessing the advantages and disadvantages of learning languages online from positions of both teacher and learner. These experiences are triangulated with the academic and administrative leadership and coordination required to produce a schema that relates intentions to outcomes in this particularly challenging context. This study is intended to offer insights that may help language educators reflect on their various roles during COVID-19 confinement. In conclusion, this study demonstrates that negotiating the balance between autonomy and community is (still) the key to learning languages online during COVID-19 confinement in 2020.

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“…El seminario que relato adoptó la forma de grupo de discusión (Ibáñez, 1979), 4 sesiones de entre 2 y 4 horas con 9 participantes, con importantes matices: conformado y moderado por nosotras mismas, donde mi propia voz aparece en el hilo de las discusiones como una más. También incluyo un ejercicio de análisis y escritura autoetnográfico (Del Valle, 1995;Behar, 1996;Tilley-Lubbs, 2014), lo que me permite pensar en mi condición de investigadora sobre un grupo al que pertenezco y profundizar en la articulación entre vulnerabilidad y agenciamiento como parte del proceso de construcción del colectivo.…”

Section: Pensar La Agencia En El Contexto De Auge De La Represiónunclassified

Procesos de agenciamiento junto a Stop Represión Granada y un ejercicio de autoetnografía vulnerable

Cota

2019

Papeles

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Palabras claveAgenciamiento colectivo Resistencia Etnografía feminista Vulnerabilidad RESUMEN: En este artículo, propongo comprender los procesos de agenciamiento de Stop Represión Granada, grupo al que pertenezco, como resistencia al poder y como construcción de proyecto propio. Apoyándome en la propuesta de la antropóloga Sherry Ortner, empleo una noción de agencia que no remite a un actor individual, sino a los grupos que cuestionan la dominación en sus contextos, desvelan sus contradicciones y aspiran a un cambio social. Para comprender nuestro grupo como un proceso de agenciamiento, analizo dos experiencias colectivas: la resistencia al poder -la lucha contra las «Listas Negras»-, y la construcción de proyecto propio -el «seminario Feminismos»-. Emplear el método autoetnográfico me ha permitido profundizar no sólo en la relación entre vulnerabilidad y agenciamientos colectivos, sino igualmente en mi condición vulnerable como investigadora académica que estudia un grupo al que pertenece. A partir del análisis de nuestra experiencia propongo que ambas nociones -vulnerabilidad y agencia-se encuentran más que se distancian. Así, el objetivo no ha de ser superar las vulnerabilidades, sino de asumirlas en plenitud, como un modo de «estar juntas» y «hacer cosas juntas». KeywordsCollective agencement Resistance Feminist Ethnography Vulnerability ABSTRACT: In this paper I propose to understand agencement processes within Stop Repression Granada, a collective group I belong to, as a resistance to power and as a construction of a project of one's own. Using anthropologist Sherry Ortner's proposal, I develop a notion of agency that does not refer to an individual actor, but to groups that question domination within their contexts, disclose their contradictions and aspire to a social change. In order to understand our group as an agencement process, I analyze two collective experiences: one on resistance to power -the struggle against «Black Lists»-, and another on the construction of a project of one's own -the «Feminisms Seminar»-. The autoethnography method employed has allowed me to delve not only into the relationship between vulnerability and collective agencements, but equally into my vulnerable condition as an academic researcher who studies a group she belongs to. From the analysis of our own experience I propose that both notions -vulnerability and agency-converge more than they diverge. Therefore, the aim should not be to overcome vulnerabilities but to accept them completely, as a way to «be together» and «do things together».

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Critical Autoethnography and the Vulnerable Self as Researcher

Cited by 25 publications

References 5 publications

Aligning with feminism: Critical autoethnographic reflections of a profeminist heterosexual male teacher educator

Aligning with feminism: Critical autoethnographic reflections of a profeminist heterosexual male teacher educator

Autonomy and Community in Learning Languages Online: A Critical Autoethnography of Teaching and Learning in COVID-19 Confinement During 2020

Procesos de agenciamiento junto a Stop Represión Granada y un ejercicio de autoetnografía vulnerable

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