Interpretive Autoethnography

Denzin, Norman K.

doi:10.4135/9781506374697

Cited by 487 publications

(466 citation statements)

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“…To address it, I repurposed various materials I had already collected: emails and photographs sent to friends, my symptom diary, leaflets, a cookbook. I approached some close academic friends (initially, two doctors, a nurse, a sociologist and a bioethicist) to give me feedback on drafts, which I anticipated would-in Denzin's (2013) words-''embrace vulnerability with purpose''. I called these friends my 'interlocutors' and sent them numerous drafts of my story, which they duly commented on.…”

Section: Autoethnography Of Chemotherapy: Methods and Theorymentioning

confidence: 99%

Adjuvant chemotherapy: an autoethnography

Greenhalgh

2017

Subjectivity

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Adjuvant chemotherapy is given after surgery for early stage cancer. It aims to cure. Though potentially toxic, it has dramatically improved survival for some cancers. This paper offers an autoethnographic exploration of three kinds of strangeness that I encountered during a 12-week course of adjuvant chemotherapy for early breast cancer: the material strangeness of what was done to me; the livedbody strangeness of receiving chemotherapy (which makes people sick to make them well) and the existential strangeness of reconstructing my broken narrative. In a discussion, I consider four aspects of autoethnography of deep illness against which this account and its telling might be judged: ethnographic legitimacy (does it meet the standards of analytic social science?), autobiographical legitimacy (is it compelling as literature?), existential ethics (am I, the wounded storyteller, protected from harm?) and relational ethics (have I discharged my duties towards those implicated in the text and its interpretation?).

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Section: Autoethnography Of Chemotherapy: Methods and Theorymentioning

confidence: 99%

Adjuvant chemotherapy: an autoethnography

Greenhalgh

2017

Subjectivity

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“…My research method has included noticing an incident with a student Sal, submitting my teaching praxis to questioning, being cognizant of the beginnings of revelations of whiteness, and intervening to become more effective in educating myself and my students. This interventionist approach to research is supported by Bochner (2000), Denzin (2014), Ellis (2000) and Merriweather (2015), who call for work that empowers storytellers to disrupt dominant narratives, prompts individuals to make sense of experience, and leads to personal transformation. In addition to Freire's (1998) insight, I am also drawn to Elliot Eisner's (1991) notion of the educational connoisseur in Chapter 4 of his book The Enlightened Eye.…”

Section: Autoethnography In the Field Of Educationmentioning

confidence: 99%

“…As Bochner (2007), Denzin (2014), Ellis (2004), Kroth and Cranton (2014), and Richardson (1997) assert, representation of lived experience can only ever be partial, and this mystory is written with an "epistemology of insiderness" (Adams et al, 2015, p. 32). From my "emic" position as teacherresearcher, the text unsettles my dominant teacher knowledge and seeks to consider Sal's alternative experience.…”

Section: My Story Of Salmentioning

confidence: 99%

“…I discuss autoethnography in the field of education and personal narrative as research method. I then outline my process of writing My Story of Sal, and I present the mystory (Denzin, 2014;McNiff, 2007). I apply critical self-reflection (Bolton, 2010) to the mystory to generate a thematic analysis (Ellis, Adams & Bochner, 2011;Ellis, 2004), and I conclude this article with a discussion on ethics pertaining to this autoethnography.…”

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confidence: 99%

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My Story of Sal: A Critical Self-reflective Autoethnography Revealing Whiteness in the Classroom

Wood

2017

IJME

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My purpose for conducting the critical self-reflective research described in this article was a desire to improve my effectiveness as a teacher in the field of First Peoples' education. The impetus for undertaking this research was a critical incident in my teaching career that I refer to as My Story of Sal. Writing autoethnographically, I use personal narrative as method, and show My Story of Sal as a representation of curriculum and pedagogy in my teaching praxis. I apply a critical lens of whiteness studies to the narrative to reveal whiteness in my classroom.

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“…A number of researchers (Ellis, 2004;Chang, 2008;Custer, 2014;Denzin, 2014) tend to refer to autobiography as a research method, while others (Parry and Boyle, 2009;Reed-Danahay, 1997) refer to it as "approach to a research study" or "research methodology". If we agree to accept Kaplan's (cited in Cohen et al, 2011) position that methods refer to techniques and procedures used in the process of data-gathering, and aim of methodology is to describe approaches to kinds and paradigms of research, this would help my intention to rationalise the definition of autoethnography as a methodology for my study, while my autobiographical narrative would serve as a method for data generation.…”

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confidence: 99%

From “clientilism” to transformational leadership? An autoethnographic journey from Soviet Georgia to the UK

Beattie

2018

JOE

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Purpose -The paper aims to contribute to the ethnographic tradition in the educational leadership literature through providing an autoethnographic critical analysis of the idiosyncrasies of leadership across two different socio-political environments: a Soviet educational establishment and a contemporary UK higher education institution. Design/methodology/approach -In a previous issue, Doloriert and Sambrook (2012) argued that autoethnographic approach could help to uncover some experiences and voices that previously were silenced due to the discomfort they caused. In response to this claim and with consideration of three epistemological possibilities of autoethnography as suggested by Doloriert and Sambrook (2012), the author uses narrative accounts of personal experiences of leadership in Soviet Georgia and in the UK as the main source of data in the attempt to demonstrate how the three epistemological positions overlap and complement each other in the context of a critical autoethnography. Findings -The paper argues that autoethnographic approach can provide a unique opportunity for a simultaneous analysis of the particularities of leadership practice across different socio-political environments, whereas the 'three positions' approach could be used as an expedient template for further exploration of educational leadership. The paper also suggests there are some parallels between current leadership practice in the UK higher education and Soviet system of 'clientilism'. Originality/value -This paper is one of the first attempts to use autoethnography as an analytical tool for comparing leadership patterns in two contrasting socio-political structures.

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Interpretive Autoethnography

Cited by 487 publications

References 0 publications

Adjuvant chemotherapy: an autoethnography

Adjuvant chemotherapy: an autoethnography

My Story of Sal: A Critical Self-reflective Autoethnography Revealing Whiteness in the Classroom

From “clientilism” to transformational leadership? An autoethnographic journey from Soviet Georgia to the UK

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