Critical autoethnography in TESOL teacher education

Sánchez-Martín, Cristina

doi:10.4324/9781003008668-7

Cited by 4 publications

(1 citation statement)

References 1 publication

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“…Methodologically, autoethnography draws upon narrative inquiry that centers the study of the researcher’s self, breaking down the premise of the positivist view of detaching “the self from the study” (Dashper, 2016; Sánchez-Martín, 2020b: 106). It focuses on exploring emic perspectives and employs self-narratives as the main source of data (Dashper, 2016).…”

Section: Critical and Analytical Autoethnographymentioning

confidence: 99%

Reflecting on the Intersection of Critical Pedagogy, Identities, and Spaces: An Indonesian Doctoral Student’s Autoethnography

Sondari

2021

RELC Journal

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To address a student-teacher educator perspective in the engagement of critical pedagogy (CP), I employed a critical and analytical autoethnography to self-investigate my lived experiences during coursework in a doctoral program in the United States. Framed in postcolonial CP in border-crossing notion, I engaged in critical and analytical autoethnography. I critically carried out thematic analysis on learning artifacts and personal memory during the Summer course 2020 which was expanded to analytical thematic analysis as I drew on artifacts and personal memory during coursework from Fall 2018 to Spring 2020. The analysis was intended to explore how CP was enacted during coursework and the implications of the enactment. Three key themes were identified: ideology work; co-construction of knowledge and mutuality; and imagined spaces and unfinishedness. The themes embodied the perceived enactment of CP in my coursework experience and they revealed how criticality intersected CP is with pedagogical practices, transformed identities, and spaces. They further served as the basis for implications for English teacher education programs and teacher educators in Indonesia to implement CP in a higher educational landscape.

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Section: Critical and Analytical Autoethnographymentioning

confidence: 99%

Reflecting on the Intersection of Critical Pedagogy, Identities, and Spaces: An Indonesian Doctoral Student’s Autoethnography

Sondari

2021

RELC Journal

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Teaching two languages: navigating dual identity experiences

Tavares

2022

Pedagogies: An International Journal

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Going beyond boundaries: A collaborative autoethnographic study of three teachers’ negotiation of cognitive/emotional dissonances

Kim,

Cho,

Kim

2023

Language Teaching Research

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Teachers undergo various cognitive/emotional dissonances along their professional journeys. These dissonances may provide growth points for teachers to develop further if they receive responsive mediation, which guides them toward the higher levels of professional development. Thus, understanding how these dissonances interact with contexts along the axis of time and place plays an important role in charting teachers’ developmental trajectories and providing relevant mediation for them. Using collaborative autoethnography (CAE), this study delves into the cognitive/emotional dissonances of three teachers at different career stages across various geographic locations, and investigates what institutional, geographical, or socioeconomic factors facilitate or impede their efforts to resolve these dissonances. A thematic analysis of biweekly individual multimodal narratives and meeting transcripts over 16 months revealed three strands of cognitive-emotional dissonances involved in teaching practices, transnational movement, and institutional and socioeconomic precarity. The present inquiry provides three important lessons regarding the ways in which teachers in liminal spaces can receive relevant responsive mediations. First, it is necessary to build a network of teachers that goes beyond their immediate institutional environment. Second, teacher identity development needs to be understood as a dynamic nexus of domain-specific phenomena and a whole person enterprise encompassing multiple sociocultural dimensions along their lifelong journey. Third, CAE itself can be a way of (re)connecting with fellow teachers and function as a safe place for addressing contingent cognitive/emotional dissonances and encouraging mutual growth. This suggests that the mediation-enabling, space-making power of CAE needs to be examined further in various contexts, such as graduate training or professional development programs.

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Critical autoethnography in TESOL teacher education

Cited by 4 publications

References 1 publication

Reflecting on the Intersection of Critical Pedagogy, Identities, and Spaces: An Indonesian Doctoral Student’s Autoethnography

Reflecting on the Intersection of Critical Pedagogy, Identities, and Spaces: An Indonesian Doctoral Student’s Autoethnography

Teaching two languages: navigating dual identity experiences

Going beyond boundaries: A collaborative autoethnographic study of three teachers’ negotiation of cognitive/emotional dissonances

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