Autobiographical Inquiry Research Articles

미술치료사의 그림일기를 통한 자전적 내러티브 탐구

Objectives The purpose of this study is to understand what art therapists experience in the process of painting diary and what meaning those experiences have in the life of an art therapist. Methods The inquiry method was an autobiographical inquiry, and among the qualitative research methods, the method of narrative inquiry was used. The research procedure was conducted from January 2021 to April 2022, and the analysis contents of the art therapist's analysis process and the researcher's flower drawings and diary writing were used as artifacts. Results As a result of the investigation, the picture diary is a promise to the father, a pure record that connects the past and the present, and the image, that is, the flower painting, freed emotions and experiences. Also, although the analysis was painful, it became the basis for growth and healing, and the picture diary was a process of having time to immerse myself in my inner voice. Conclusions This investigation was a courageous challenge for me as an art therapist to look back on my life through a picture diary, and it was a process of loving myself.

Niñeces de Gorée e da plantação: criança e relações raciais em Chocó, Colômbia

O objetivo principal da pesquisa foi analisar e compreender os processos de resiliência em Niñeces Chocó (afro-colombianas e indígenas) afetadas pelo conflito armado, des / pregadas, entre 1991 e 2020. No entanto, para falar sobre processos de resiliência é sine qua non aprofundar os contextos de formação de meninos, meninas e crianças (diversidades sexuais); ou seja, a família, a família extensa (comunidade), o jardim de infância e a escola. Método: a pesquisa seguiu o que denominei de hermenêutica do retorno, que é construída a partir de estudos pós-coloniais, a teoria da afrocentricidade e hermenêutica (FANON, 2009; CÉSAIRE, 2000; ASANTE, 2003, 1998; FOUCAULT, 1987). A partir daí, a pesquisa não só se aprofunda por meio de entrevistas e oficinas de narrativas grupais nas vivências dos mesmos, dos sujeitos envolvidos (crianças, famílias, líderes-esses e professores), mas o autor se aprofunda culturalmente em sua própria experiência como pessoa. Afro-Chocoana e racializada (retorno) como âncora no processo de pesquisa. Este trabalho é o produto de uma busca autobiográfica fortalecida com as investigações realizadas no campo na Colômbia.

My Unending Journey of Migration: An Autobiographical Inquiry

In the journey of my life, I am moving hither and thither, which helped me to devise and construct the life stories of migration. I have echoed my real-life experience of migration, which I have attained from my childhood to till date. Academically, there is a dearth of migration research that is carried out using the autobiographical inquiry. The purpose of writing this article is to craft my stories, which I have experienced in the journey of migration. For this, I have instilled autobiographical inquiry to knit the stories, as the field of autobiographical inquiry is to imply ‘self-study’. Using an avenue of non-positivistic paradigm, I have interacted with the contexts to draw the stories of migration. Pertinently, the stories of migration are a revelation of my subjective feelings. To interpret my personal stories, I used the structuration theory from which I have explored the dialectical relationship between the system (policies, rules, and norms) and agency, that is me. Genuinely, the government and social systems, and personal decision of migration induced me to shape the stories of migration. At this age of my life, I have visited short to long distances internally and externally and lived there for a few days to some years. On other days, I do not know, where I will go and settle, it may not be in my control because I will be dependent on children and their decisions. For me, migration is an unending journey.

Bridging the Divide between Being and Knowing: In Quest of Care-Ethical Agency

Taking up the theme of this year’s Congress – Bridging communities: Making public knowledge, making knowledge public – our panel’s three essays each examines from three different locations how knowledge and knowledge-making function in the contemporary market/knowledge economy: international education, autobiographical inquiry, and teacher education. The educational vision and commitment that these three distinct pieces share is ethics of care. Problematizing commodification of knowledge and its notion of having knowledge, we make the case for the centrality of being in human and societal living. We then make suggestions for how the being-dimension can be conceptualized and lived. In particular, we argue that caring, being present, self-knowing and human agency are central.

An Autobiographical Inquiry into the Caring Experience of a Middle-Aged Female Teacher

본 연구는 한 중년 여교사가 어린 시절과 성장기에 돌봄의 경험을 어떻게 이해하고 학교 현장에서 교사로 어떤 돌봄을 경험하고 있는지 자전적 탐구를 통하여 살펴보고자 하였다. 연구방법은 연구자의 저널, 시, 미술작품. 참여자의 면접자료 등의 자료를 활용하여 내러티브 탐구방법으로 분석하였다. 연구자는 1남 4녀의 맏이로서 어린 시절에는 외할머니의 품에서 무한한 사랑을 배웠고, 성장기에는 동생들의 부모 역할을 하면서 돌보는 역할을 경험했었다. 학창시절에는 선생님으로부터 순전한 돌봄을 받음으로써 돌봄의 경험은 몸으로 연결되고 인간에 관한 관심으로 승화되어 현재는 학교 현장에서 학생들을 돌보는 역할을 하고 있다. 연구를 통해 타인 돌봄이 자기 돌봄의 욕구이며, 자신의 욕구보다 상대가 원할 때 진정한 돌봄이 시작됨을 알았다. 또한, 상대를 있는 그대로 보면서 그들의 삶과 만났을 때 소통과 변화가 시작됨을 알 수 있었고 연구자의 돌봄 경험의 의미를 이해할 수 있었다. 창의력이 요구되는 4차 산업혁명 시대를 열어가는 시점에 교사들이 진정한 돌봄을 통한 조력자가 될 수 있도록 새로운 가능성을 열어가고자 한다.The purpose of this study was to investigate the meanings of the caring experiences that a middle-aged female teacher had as a child, as an adolescent, and as a teacher in the field of school education. This study was conducted using the method of narrative inquiry, and the research data included the researcher s journals, poems, and artworks, and the interview data of the participants. Growing up as the oldest child in her family with one brother and three sisters, the researcher learned what unconditional, infinite love is like in the bosom of her maternal grandmother in her childhood and she experienced caring as a caregiver while taking on parenting roles for her younger siblings in her adolescence. In her school days, the researcher received devoted caring from her teachers. This experience of caring was an experience felt intuitively sublimated into her interest in human beings. As a result, she became a teacher and is now taking care of children in the field of school education. Above all, this autobiographical inquiry led the researcher to realize a) taking care of others is linked to the need for self-care and b) true caring act begins in the need of other people, not her own. In addition, when she encountered others while seeing them as they are, communication and change began to occur, and gained an understanding of the meanings of her own caring experiences. In the early stage of the 4th Industrial Revolution, which requires creativity, the findings of this study will help to open up new possibilities for teachers to be helpers of students by providing true care.

Cultural memory in English teaching: a critical autobiographical inquiry

PurposeContemporary standards-based reforms to teaching and teacher education are characterised by appeals to technical orientations to teacher professionalism. In addition, the standardisation agenda has targeted literacy education as a focus for interventions. This has highlighted an incongruence between standardised approaches to literacy and pedagogies and practices in subject English that have developed over time, and which represent disciplinary ways of knowing.Design/methodology/approachThis paper uses the occasion of the author’s transition from classroom English teacher to teacher educator to inquire into the pedagogies and practices around teaching with texts that form part of her professional identity. The purpose of this study is to introduce cultural memory as an approach to interpreting narratives about educational experience and the development of English pedagogies over time.FindingsThe paper argues that standards-based reforms tell “official stories” (Malcolm and Zukas, 2009) about teacher professionalism that displace knowledge of past practices and the ethical and intellectual investments they represent. This is characterised by a marked “presentism” (Green and Cormack, 2015) in contemporary education policy. By contrast, critical autobiographical inquiry practised as cultural memory produces situated accounts of the role of professional memory in the on-going “project” (Green 2002/2014) of English teaching.Originality/valueThe paper presents new work in the area of teacher professional identity drawing on the interdisciplinary methods of cultural memory studies.

한 교육과정 교육자의 교육경험에 대한 자서전적 탐구

한 교육과정 교육자의 교육경험에 대한 자서전적 탐구

Educating for sustainable development: Cultivating creativity through mindfulness

Abstract The emotional and cognitive benefits of creativity and mindfulness on the learning process are well documented. However, research on the role of creativity and mindfulness in higher education for sustainable development (HESD) is lacking. This article narrows this research gap by examining the (mis)alignment of managerial and mechanistic educational approaches with HESD, while advocating for teaching students how to learn rather than what to learn, emphasizing the need to cultivate contemplation and creativity, and exploring the opportunities associated with divergent thinking. This article utilizes theoretical inquiry and is grounded in the field of curriculum studies. The author describes how education for sustainable development can be transformed through mindful pedagogy and curriculum. HESD requires that we promote transdisciplinary inquiry and empower students to think and act differently than required within conventional educational approaches. The author argues that infusing mindfulness into higher education curriculum and pedagogy can help students reconceive the role of humans on the planet and cultivate reflection, innovation, and integration to tackle the grand challenges associated with sustainability. Situated at the intersection of sustainability education, creativity, and mindfulness, this work distinguishes itself from other similar scholarship by drawing from autobiographical inquiry, theoretical inquiry, and the broad field of curriculum studies.

The Meaning and Methods of Doing an Autobiographical Inquiry: The Consilient Journey of Self from Consciousness to Body and to Soul

The Meaning and Methods of Doing an Autobiographical Inquiry: The Consilient Journey of Self from Consciousness to Body and to Soul

Opening the Door of the Haunted House: An Inquiry of the Nostalgic Experience

The article explores nostalgia as a cognitive and affective mechanism of memory aimed at the restoration and healing of one’s Self and developing knowledge of one’s Self by means of involving oneself in the individual or collective past. Employing method of narrative inquiry with the elements of autobiographical inquiry and fiction writing, the article focuses primarily on the individual nostalgic experience unlike nostalgia as a collective phenomenon. The article relies on interpretative analysis of the author’s short stories, selected diary entries, interviews with female immigrants in Colombia and travel blog entries in the broader context of the sociological, psychological and philosophical studies of memory and nostalgia and literary and cinematic works that explore the relevant topics.

흑두루미의 비상: 초등학생들의 몸짓 활동 경험에 관한 자전적 사례 탐구

흑두루미의 비상: 초등학생들의 몸짓 활동 경험에 관한 자전적 사례 탐구

Teacher Education in Memory's Light and Shadow: Autobiographical Reflection and Multimodalities of Remembering and Forgetting

Though we are all inevitably familiar with the everyday effects of forgetting, we generally fail to ask about what its internal movements look like, or how we can talk about what they reveal. Despite its necessity as a structuring process of autobiographical inquiry, forgetting's invisible moves are always obscured by that which remains: the typically unquestioned and seemingly permanent products of remembrance. In this article, I think about how we may conceptualize the status of forgetting in the context of teacher education, and how we may encourage preservice teachers to acknowledge the enigmatic and incomplete status of their autobiographical texts. I begin by looking to theories of autobiography, memory and forgetting (with a particular emphasis on teacher education), and I then look closely at a number of psychoanalytic considerations of the mind and its inner workings, which help to conceptualize forgetting and remembering as in a psychically productive, dialectical relationship. I then turn my attention to 2 multimodal, textual examples, which emphasize the problems of representation in relation to remembering and narrative: a collage from Lynda Barry's One! Hundred! Demons!, and an autobiographical comic authored by an undergraduate student in teacher education. In the final section of this article, I argue that thinking about forgetting in relation to autobiographical remembrance can lead to an ethical stance of mutual opacity and shared ignorance in teacher education.

An Autobiographical Inquiry into the Self-Understanding Journey of a Novice Art Therapist

An Autobiographical Inquiry into the Self-Understanding Journey of a Novice Art Therapist

The Ethical Meaning of Autobiographical Inquiry into My Body

The Ethical Meaning of Autobiographical Inquiry into My Body

The Li(f)e of the Self: Missing Persons and Auto/Archeological Excavations

This article describes and enacts a process of autobiographical inquiry, auto/archeology, which seeks to address problematic confluences of memory and identity in reconstructing one's historical narrative. Drawing on curriculum theory and Lacanian psychoanalysis, the author describes a process of excavation in which understandings of a prior selfhood are created via interactions with previously created artifacts—a creative non-fiction essay, in this case. The analysis of this essay, and the resulting reconstitution of a personal history, as well as its enduring effects on the author's present life and work, are provided as an example of how this process might be enacted as a technology for self-study, a pedagogical experience, and an exploration of the desirous nature of identity.

An “inverse” relationship between mathematics identities and classroom practices among early career elementary teachers: The impact of accountability

This qualitative case study guided by portraiture examines the relationships between three early career elementary teachers’ beliefs about themselves in relation to mathematics (mathematics identities) and their classroom practices. Through autobiographical inquiry, reflective practice, classroom observations, interviews, and artifacts, findings show that all three second grade teachers appeared to have an “inverse” relationship between their mathematics identities and their classroom practices. In this relationship, as negative as they felt about themselves with regards to mathematics, they expended that much more effort to ensure that their students would have positive experiences with it and not be stigmatized by it as they had been. Accountability to schools, students, and parents, to increase student achievement appeared to play an important role in this relationship. Implications for preservice teacher education, inservice professional development, and research on beliefs and practices are discussed.

Towards a narrative concept of citizenship: Implications for citizenship education as children’s identity-making

Abstract This article offers a narrative concept of citizenship in order to suggest a model of citizenship education as opposed to the factual, values-oriented model currently emphasized in Korea. Korea’s current approach to citizenship education is shaped by a mandated moral education curriculum meant to instil selected national values and moral virtues in children through a top-down method of teaching and learning citizenship. The article develops a different concept of citizenship in order to inspire the practice of citizenship education as children’s identity-making. The new concept, which employs a narrative inquiry methodology for the autobiographical inquiry, is found to be in fundamental conflict with Korea’s current practice of citizenship education: the narrative concept of citizenship attends to children’s lived experiences as a starting point for citizenship education that educates children about who they are and how they live as citizens. In contrast, the predetermined values-/virtues-oriented view of citizenship underpinning the established teaching practices in Korea educates children to be knowledgeable about citizenship values or virtues without establishing the relevance of this knowledge in their lives. This study suggests that, given the goals and standards of citizenship education, the narrative concept of citizenship would be far more effective in that it allows children to see themselves in multiple dimensions of good citizenship.

Special Feature: Eight Orbitals of Inquiry: Reconceptualizing Narrative Methods in Education Research

Eight orbitals of narrative analysis are presented as a long term interest in autobiographical inquiry, narrative methodology, and curriculum studies in education research. This is also an experiment in thought and play with technology in the journal, in education, in hopes that others in the scholarly and teaching communities will read, think and participate in other conversations about the reconceptualization, reconstruction, and use of narrative analysis, curriculum theory and pedagogic practice in education and research.Keywords: narrative analysis; autobiographical inquiry; curriculum studies; technology in education; pedagogic practice; research

Cultural Translation: Curricular Discourse with/in Internacionalization of Curriculum Studies

This paper explicates theories of cultural translation as lenses to enrich discourses on the internationalization of curriculum studies. Mainly drawing from Judith Butler (2000), I theorize cultural translation as political engagement by challenging normalized meanings of curriculum, cultural difference, and national identity. In part, using self-reflexive autobiographical inquiry, I critically explore my engagement in the internationalization of curriculum studies and review assumptions embedded within my participation. Situating my participation with/in a necessary analysis of my birthplace, South Korea, I investigate the ways in which curriculum theorists create new vocabulary to include complicated meanings of culture, curriculum, and national identity that go beyond universalized notions of self/other, colonizer/colonized, and East/West. This task of cultural translation purports to pry open conversations about our daily struggles to consider whose knowledge, life, or curriculum is recognized as valuable and whose is not. Overall, this paper is meaningful to provide a curricular discourse to foster openness, fluidity, and mobility by working at the cultural and social limits of universal and universalized concepts of curriculum studies and its internationalization.

Talking back: teaching and learning through autobiographies in multicultural education

This research essay is intended to situate the curriculum in my multicultural education courses – of talking back through autobiographical inquiry – within real schools, a site where curriculum theorists rarely situate their work. The literature by curriculum theorists that precedes my study generally has focused on how pre-service teachers in multicultural education courses are changed (or not) as a result of course readings, discussions, and critical autobiographical reflection, all of which happen within the confines of the university classroom. My research essay extends the work of curriculum theorists on autobiography in education by focusing on the ways in which pre-service teachers use autobiographical inquiry to reflect on the impact of the context of real public schools and K-12 students on their constructions of themselves as teachers. In my extension of this work, I draw on bell hooks’ notion of “talking back” as an overarching framework in analyzing the autobiographical reflections of pre-service teachers.