When I say … autoethnography

Farrell, Laura

doi:10.1111/medu.13216

Cited by 5 publications

(2 citation statements)

References 4 publications

(13 reference statements)

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“…What I find interesting may be different compared to what other people do. Therefore, the findings of this autoethnographic study should be understood in light of my positionality and personal view as a tsunami survivor, medical doctor, and teacher working with marginalized patients at the disasteraffected area, which made writing this article both reflective and uncomfortably challenging (Farrell, 2017). Despite these limitations, the application of the autoethnographic methodology in this study contributes methodologically to production of meanings and emotional dynamics in the student-teacher interactions (Ellis et al, 2011).…”

Section: Discussionmentioning

confidence: 98%

Freire, dialogic feedback, and power issues

Indah

2021

CICE

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The centrality of feedback is undeniable in education. However, not all feedback effectively encourages learning or improves performance due to predicaments in feedback delivery and receptivity. Several studies suggest other ways where feedback is offered in a dialogic fashion instead of a monologic one. Nevertheless, few papers do so in the context of medical education, especially when the learning processes involve marginalized people such as disaster-affected patients. This paper draws on autoethnographic experiences of providing dialogic feedback for medical students using Paolo Freire's dialogue concepts. This feedback was given during reflective sessions in community-based medical education at post-disaster areas in Aceh, Indonesia. The findings show that Freire's dialogue concepts help assess dialogic feedback quality and offer insights into power relations between teachers and students. To achieve the aim of providing dialogic feedback --obtaining new understandings-- educators need to establish a more equal position in teacher-student relationships. In sum, the findings highlight the applicability of Freire's concept of dialogue in offering feedback for students especially when the training takes place in a context of marginalized people.

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Section: Discussionmentioning

confidence: 98%

Freire, dialogic feedback, and power issues

Indah

2021

CICE

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“…This process challenges positivist epistemologies while engaging in systematic data analysis methods that transform the perceptions of the self and how other see ourselves (Kumar, 2020). Autoethnography disrupts Eurocentric approaches to research, such as colonial and “exotic” representations of subjects in ethnography (Chawla & Rodriguez, 2008; Ortega, 2021), by providing scholars with the space to engage in deep introspection and self-authorize (Farrell, 2017; Ortega, 2021; Sparkes, 2020; Tilley-Lubbs, 2016), and “centering of both the subject–object within a local and historical context” (Chawla & Atay, 2018, p. 4). Decolonial approaches to autoethnography focus on the hybridization of “practices, and identities, as well as on the ideologies, performances, and practices that actively question, critique, and challenge colonization” (Chawla & Atay, 2018, p. 5).…”

Section: Counter-narrating Invisibilitymentioning

confidence: 99%

In/Visible POC: Narratives of a Brown Professor in Teacher Education

Shah

2021

Cultural Studies ↔ Critical Methodologies

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In this article, I reflect on experiences of Brown (or South Asian) in/visibility in teacher education. Using an autoethnographic approach, I share reflexive personal and professional counternarratives of my experiences as a Brown person and Brown teacher-educator committed to issues of justice in the diverse context of Toronto, Canada. I explore how Brown invisibility operates in desiring recognition, insider knowings, investments in ambiguity, and relational harm and liberation. I trouble the ways in which theoretical frames open and limit experiences and expressions of Brownness, locating myself in between postcolonial and anti-colonial theorizing and notions of racial ambiguity in DesiCrit. I conclude with the importance of making visible the experiences and constructions of Brownness in faculties of education and education more broadly, as a form of solidarity that both resists Brown invisibility and exposes Brown complicity in an aspirational whiteness that maintains racial hierarchies through its invisibility.

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Who Does Self-Study and Why?

Butler

Branyon

2020

Springer International Handbooks of Education

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When I say … autoethnography

Cited by 5 publications

References 4 publications

Freire, dialogic feedback, and power issues

Freire, dialogic feedback, and power issues

In/Visible POC: Narratives of a Brown Professor in Teacher Education

Who Does Self-Study and Why?

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