Walking a Thin Line: White, Queer (Auto)ethnographic Entanglements in Educational Research

Mizzi, Robert C.; Stebbins, Anne

doi:10.1002/nha3.10382

Cited by 5 publications

(3 citation statements)

References 23 publications

(30 reference statements)

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“…The existence of certain courses and even certain disciplines are endangered by an industry approach to learning that emphasizes standardization and employability over critical inquiry (Hyslop‐Margison & Leonard, 2012; Lane, Taber, & Woloshyn, ). Educators cannot disengage themselves from the institutions in which they are employed (Hyslop‐Margison & Leonard, 2012), though they can continue to problematize the learning they promote using methodologies such as autoethnography (McIlveen, Beccaria, Preez, & Patton, ; Mizzi & Stebbins, ; Munn, Rinfret, & Davitt, ). In so doing, educators can work through issues of vulnerability in pre/untenured positions, explore their own positionality in academic institutions, and create possibilities for change through a societal critique.…”

Section: Discussionmentioning

confidence: 99%

“…Nonetheless, my research is intricately connected to myself (hence my use of autoethnography as a methodology and journal writing as data collection), wherein "the phenomenon under investigation is not some object lying outside the being of the researcher; rather, it is about making meaning of lived experience that cannot be replicated" (Jarvis, , p. 85). Autoethnography is particularly useful in exploring learning with respect to race (Munn, Rinfret, & Davitt, ) and gender (Taber, ) as well as sexuality (Mizzi & Stebbins, ) and class (McIlveen, Beccaria, Preez, & Patton, ).…”

Section: Autoethnographymentioning

confidence: 99%

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Critiquing War in the Classroom: Professor Positionality, Vulnerability, and Possibility

Taber

2014

New Horizons in Adult Education and Human Resource Development

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Countless educators in various contexts strive to engage in societal critique. My work crosses the fields of adult and higher education, through a feminist perspective that problematizes the ways in which gender intersects with militarism, incorporating such issues as race, class, heteronormativity, and ability. My approach is not without its challenges, as I often encounter difficulties in critiquing mainstream understandings of education and society. However, these difficulties are not insurmountable and, by their very existence, demonstrate the continued importance of working for social justice.This article describes an analytic (critical) autoethnographical (Anderson, 2006;Reed-Danahay, 2009) research study focusing on my experiences over a twenty-one month period developing, delivering, and evaluating course content that critiques war from a feminist anti-militarist (Enloe, 2000(Enloe, , 2007 perspective as a pre-tenured faculty member. In AbstractThis article describes an analytic autoethnographical research study focusing on my experiences developing, delivering, and evaluating course content critiquing war from a feminist anti-militarist perspective as a pretenured faculty member. Themes include: professional vulnerability, student resistance, pedagogical possibility, and scholarly holism. This research demonstrates the importance of interrogating the educational experiences of post-secondary professors, and of connecting them to complex sociocultural educational issues such as war, militarism, and gender. New Horizons in Adult Education & Human Resource Development, 26 (4) 2this article, I discuss literature addressing the difficulties of critiquing neoliberal education using critical, feminist, and antimilitarist approaches; explain my approach to the course; and, outline my autoethnographical method. This is followed by a discussion of the themes: professional vulnerability, student resistance, pedagogical possibility, and scholarly holism. This research demonstrates the importance of interrogating the educational experiences of post-secondary professors, and of connecting them to complex sociocultural educational issues such as war, militarism, and gender.

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Section: Discussionmentioning

confidence: 99%

Section: Autoethnographymentioning

confidence: 99%

Critiquing War in the Classroom: Professor Positionality, Vulnerability, and Possibility

Taber

2014

New Horizons in Adult Education and Human Resource Development

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“…In a recent article that I published as a doctoral student with a co‐author, who was another doctoral student (Mizzi & Stebbins, ), I learned about my co‐author's writing style and how to give feedback to one another. We would pose questions, highlight both strong and weak moments of the writing, and help each other remain focused on the writing topic.…”

Section: Personal and Professional Rewardsmentioning

confidence: 99%

Writing realities: An exploration of drawbacks and benefits of publishing while enrolled in a doctoral program

Mizzi

2014

New Horizons in Adult Education and Human Resource Development

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As a recent graduate of a doctoral program from a Canadian University, I have fresh memories of the challenges and successes involved with writing for publication. On one hand, finding the time to write, clearly articulating ideas and organizing thought patterns weighed down my enthusiasm to publish work. The thought of writing beyond the expectations of my doctoral program through engaging with publishing opportunities indeed seemed like a far-fetched idea. On the other hand, learning the techniques involved in scholarly writing and developing new writing relationships with peers and faculty members became highlights of my doctoral journey. As a result, I started to view myself not only as a student, but as a scholar as well. Through the ongoing work of writing book reviews and articles, as well as, producing an edited book, I began to conceptualize the drawbacks and benefits to this important work and draw on this conceptual work to form this paper. AbstractThis paper dives into the complicated work of publishing while working on a doctoral dissertation. Although the author recognizes the dissertation as being a capstone synthesis of a multi-year endeavor, there can be some educational and social benefits to engaging with a publication process. A few key benefits include, but are not limited to, scholarly feedback on ideas, a strengthened writing portfolio and skills, a better position to receive awards, and an expansion of networking opportunities. The author reaffirms existing literature that points out that through publishing work, the doctoral identity shifts from that of being a student to becoming a scholar.

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Performing prodigals and dissident acolytes: supporting queer postgraduates in the visual arts

Ings

2015

Higher Education Research & Development

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Walking a Thin Line: White, Queer (Auto)ethnographic Entanglements in Educational Research

Cited by 5 publications

References 23 publications

Critiquing War in the Classroom: Professor Positionality, Vulnerability, and Possibility

Critiquing War in the Classroom: Professor Positionality, Vulnerability, and Possibility

Writing realities: An exploration of drawbacks and benefits of publishing while enrolled in a doctoral program

Performing prodigals and dissident acolytes: supporting queer postgraduates in the visual arts

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