“It’s My Body and My Life”

Martínez, Alejandra; Andreatta, María Marta

doi:10.1177/1532708614562901

Cited by 18 publications

(8 citation statements)

References 26 publications

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“…Duoethnography possesses significant connections to other approaches to research which employ dialogical and collaborative methods, particularly those that have emerged from feminist and queer scholars 3 . These links can also be seen in collaborative autoethnography approaches (Martinez & Andreatta, 2015) and collaborative writing as a method of inquiry (Wyatt, Gale, Gannon, Davies, Denzin & St. Pierre, 2014). While duoethnography has clear connections to other approaches, it explicitly invites researchers to engage with issues of lived difference through a shared conversation.…”

Section: The Duoethnographic Methodsmentioning

confidence: 99%

Varied starting points and pathways

Burford¹,

Mitchell²

2019

RERM

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This article argues that the language of ‘diversity’ does multidirectional work – highlighting issues of social justice, as well as obscuring the varied experiences of those gathered underneath its umbrella (Ahmed, 2012). It builds on existing debates about widening participation in higher education, arguing that nuanced accounts of ‘diversity’ and doctoral aspiration are required. We present a duoethnographic text about two doctoral students’ pathways to study. While both students may be positioned as ‘diverse’ within their institution’s equity policy – as a sexuality minority student, and a working-class woman of Māori and European heritage – they reveal dissimilar expectations of what university study was, or could be. These histories of imagining the university shaped their trajectories into and through doctoral study. Drawing on Appadurai’s (2004) work, we argue that aspiration can be a transformative force for ‘diverse’ doctoral students, even if the map that informs aspiration is unevenly distributed. We then investigate why the idea of the ‘academic good life’ might have such aspirational pull for politically-engaged practitioners of minority discourse (Chuh, 2013). The article makes two primary contributions. First, we call for more multifaceted understandings of doctoral ‘diversity’, and for further reflection about the ways that social difference continues to shape academic aspiration. And second, we demonstrate the potential for duothenography to provide insights into the experiences of ourselves and an-Other through a shared examination of university imaginings.

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Section: The Duoethnographic Methodsmentioning

confidence: 99%

Varied starting points and pathways

Burford¹,

Mitchell²

2019

RERM

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“…Personal narratives are linked to culture and cultural practices in a way that contributes a depth of cultural knowledge in research. The written data produced in autoethnographic inquiry include “emotion, action, introspection, self-consciousness and the body itself” (Martinez and Andreatta, 2015: p. 228). When writing an autoethnography, the authors make themselves vulnerable to criticism of their ideas, how they have lived, and their decisions.…”

Section: Autoethnography and Research–practice Partnershipsmentioning

confidence: 99%

Collaborative autoethnography as a Tool for Research–Practice partnerships: Facilitating Self and School Transformation

Malorni

Diaz

Spencer

et al. 2022

Qualitative Social Work

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A research–practice partnership (RPP) is a collaborative, long-term partnership between researchers and practitioners. Autoethnography is a form of qualitative research where researchers recount stories of their personal experience to reflect on and better understand the wider cultural, social, and political world around them. In this paper, we demonstrate a collaborative approach to autoethnography that can serve as a useful tool for studying and transforming school culture with teachers and administrators in a middle school. We identify the key components of our approach and provide a detailed summary of how each element was applied and highlight the ways the inquiry process contributed to self and school-level transformation. We also discuss the advantages and disadvantages of using autoethnography for RPPs in schools and discuss future directions for methodological development

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“…For some, research may be prompted by a traumatic event and the need to reflect and process such an event (Martinez & Merlino, 2014). For others, collaborative autoethnography may begin as an intentional discussion focused on similar experiences (Geist-Martin et al, 2010;Martinez & Andreatta, 2015). Still for others, it begins by a desire to understand racial experiences (Hernandez, Ngunjiri, & Chang, 2015).…”

Section: Collaborative Autoethnography and Dialoguementioning

confidence: 99%

“…Photographs, written material, personal documents, observations, and notable for this study, conversation, can all be included in collaborative autoethnography (Chang et al, 2013). Martinez and Andreatta (2015) assert "autoethnographic texts include emotion, action, introspection, self-consciousness, and the body itself" (p. 228). These visceral pieces of data are what help the researcher and the reader "feel moral dilemmas" (Ellis & Bochner, 2000, p. 734) as mentioned above, because the data involved in collaborative autoethnography are decidedly subjective and personal.…”

Section: Collaborative Autoethnography and Dialoguementioning

confidence: 99%

Collaborative Autoethnography as a Pathway for Transformative Learning

Blalock

Akehi

2017

Journal of Transformative Education

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Through the exercise of collaborative autoethnography, we propose intentional and purposeful dialogue can act as a pathway for transformative learning. We seek to first deepen our understandings of transformative learning, particularly for underserved students in higher education and second to advance autoethnographic methods, a method that incorporates personal reflections on culture. Our own dialogue as biracial women in higher education represents the transformative power of talking out loud in a space created to honor and recognize our race, ethnicity, and gender. Topics that deal directly with identity development can have an enormous impact on fostering transformative learning. Moreover, when nondominant methods such as collaborative autoethnography are practiced, specifically with underserved students, deep relationships and soul work can occur.

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“It’s My Body and My Life”

Cited by 18 publications

References 26 publications

Varied starting points and pathways

Varied starting points and pathways

Collaborative autoethnography as a Tool for Research–Practice partnerships: Facilitating Self and School Transformation

Collaborative Autoethnography as a Pathway for Transformative Learning

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