Cultivating Calm and Stillness at the Doctoral Level: A Collaborative Autoethnography

Herrera, Luis Pentón; Trinh, Ethan; Portillo, Manuel De Jesús Gómez

doi:10.1080/00131946.2021.1947817

Cited by 13 publications

(10 citation statements)

References 29 publications

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“…For the sake of this study, restoration is defined as emotional healing, and peace is defined as attaining a life balance that leads to empowerment. Building upon previous scholarship promoting healing, peace, and restoration in language and education (e.g., Fallas‐Escobar & Pentón Herrera, 2022; Pentón Herrera et al, 2022), yet with a unique translingual focus, this study sheds light on pedagogical strategies and curriculum design that open up humanizing spaces for culturally and racially minoritized multilingual students by acknowledging, valuing, and inviting their whole linguistic repertories through multimodal, translingual storytelling. Thus, the research question guiding this study is as follows: What is the potential of translingual storytelling as a form of restoration and peace for international students in higher education?…”

Section: Introductionmentioning

confidence: 86%

“…As a research method, Bell (2002) regards storytelling as “a particularly valuable approach” (p. 207), given its power to examine the “underlying insights and assumptions that the story illustrates” (p. 208). Faced with the recent global crisis, there is a growing trend for scholars to adopt storytelling as a research tool to seek critical self‐reflection, restoration, and peace (e.g., Pentón Herrera et al, 2022; Yazan et al, 2022; Zhang‐Wu, 2022b).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Storytelling, which has gained momentum as both a research method and a pedagogical tool in the field of applied linguistics and educational studies (e.g., Bamberg & Georgakopoulou, 2008; Bell, 2002; Pentón Herrera, 2021; Pentón Herrera et al, 2022), offers a unique opportunity to encourage multilingual students' translingual meaning making for healing. The purpose of this qualitative case study is to examine how multimodal translingual storytelling functioned as a form of restoration and peace for a first‐semester Chinese graduate student at a private university in New England, the United States.…”

Section: Introductionmentioning

confidence: 99%

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“Like a piece of wood”: The potential of multimodal translingual storytelling for restoration and peace

Zhang‐Wu

2023

TESOL Journal

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Faced with linguicism, racism, and xenophobia aggravated by COVID‐19 and political tensions in recent years, multilingual international students, especially those of Asian descent, are in urgent need of engaging in healing practices for meaningful identity expression, restoration, and peace. Translingualism is a justice‐oriented literacy practice that disrupts the boundaries of named languages and allows communicators to draw upon all resources in their linguistic repertoires. Storytelling, as a powerful research method and a pedagogical tool, offers a unique opportunity to encourage multilingual students' translingual meaning making for healing. This qualitative case study examined how multimodal translingual storytelling functioned as a form of restoration and peace for a first‐semester Chinese student pursuing her graduate degree in English at a private university in the United States. The findings indicate that when offered opportunities to reflect on her cultural and linguistic identities, the participant was likely to detach deficit self‐perceptions as an “English language learner” and embrace her differences as a strength, which benefited her first‐semester language and academic experiences. This study calls for pedagogical strategies and curriculum design that open up humanizing spaces for culturally and racially minoritized multilingual students by acknowledging, valuing, and inviting their whole linguistic repertories through multimodal, translingual storytelling.

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Section: Introductionmentioning

confidence: 86%

Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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“Like a piece of wood”: The potential of multimodal translingual storytelling for restoration and peace

Zhang‐Wu

2023

TESOL Journal

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“…We adopted an autoethnographic inquiry like many other scholars (see, Pentón Herrera et al., 2022; van Amsterdam, 2015) where we become “storytellers” (Holman Jones, 2005), and are part of the story that we tell (Doty, 2010), sharing our own lived experiences of growing as academics and breaking out of our liminal space. As Ellis and Bochner (2000) explains, an autoethnography displays mutual layers of consciousness, connecting the personal to the cultural, and by zooming backward and forward, inward and outward, distinctions between what is personal and what is cultural become increasingly blurred, sometimes unrecognizable.…”

Section: Our Pandemic Story “Written Differently”mentioning

confidence: 99%

Connected early‐career experiences of equality in academia during the pandemic and beyond: Our liminal journey

Scholz

Szulc

2023

Gender Work & Organization

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In this paper, we draw on our subjective experiences as two female early‐career academics during the global COVID‐19 pandemic. While we acknowledge that the pandemic had negative implications for many female scholars due to compulsory telework or increased family responsibilities, we also want to shed light on the empowering experiences shaped by collegial support that became an important part of our pandemic story. We build on the theory of liminality to explain how the events triggered by the pandemic allowed us to break out of our uncomfortable occupational limbo (i.e., feeling “locked‐in” to the identity of a foreign‐born PhD graduate) and, through creating a kind of equality, resulted in some unique opportunities and challenges. During these difficult times, shaped by an increasing fear of us or our family catching COVID‐19, we embarked on a betwixt‐and‐between state that allowed us to grow as academics as a part of a collective.

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“…Amongst these methodological choices, autoethnography, in particular, has afforded language practitioners the lens to address the intricate relationship between 'the self' and 'the cultures/discourses' when narrating and analyzing their storied experience. Utilizing this lens, TESOL autoethnographers have so far examined teacher identity development (Canagarajah, 2012), teacher educator identity (Yazan, 2019a) and agency (Banegas & Gerlach, 2021), mental and emotional well-being (Pent on Herrera, Trinh, & G omez Portillo, 2021), intercultural communication (Stanley, 2017), and transnational experiences (Solano-Campos, 2014). Building upon this line of autoethnographies, we present a collaborative autoethnography (CAE) in which we explore our experiences of identity tensions as transnational TESOL practitioners (TTPs).…”

Section: Introductionmentioning

confidence: 99%

Transnational TESOL Practitioners’ Identity Tensions: A Collaborative Autoethnography

2022

Self Cite

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In this paper, we, as three transnational TESOL practitioners (TTP), engage in a collaborative autoethnography (CAE) to examine our professional identity tensions. Theoretically, we follow the premise that the tensions we experience in our professional life can be productive experiences for identity-oriented reflection and, as we work toward resolving these tensions, we can explore and negotiate new dimensions of our identities. Methodologically, we explore the affordances of CAE in combining internal and community dialogues to make sense of our identities, which are situated at the nexus of the personal and the cultural. Each one of us describes and analyzes one major tension that has been part of our professional identity negotiation as TESOL practitioners in the US. Addressing our research question, we conceptually argued that tensions are inevitable in our identity work and found that border-crossing and in-betweenness predominantly characterized our identities as TTPs. We cross borders and carve out in-between spaces, identities, and voices for ourselves in our professional lives.

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Cultivating Calm and Stillness at the Doctoral Level: A Collaborative Autoethnography

Cited by 13 publications

References 29 publications

“Like a piece of wood”: The potential of multimodal translingual storytelling for restoration and peace

“Like a piece of wood”: The potential of multimodal translingual storytelling for restoration and peace

Connected early‐career experiences of equality in academia during the pandemic and beyond: Our liminal journey

Transnational TESOL Practitioners’ Identity Tensions: A Collaborative Autoethnography

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