Autoethnographic Approach Research Articles

The Emotional Implications of a Hypertrophic Cardiomyopathy Diagnosis in a Retired Athlete: An Autoethnographic Approach

The purpose of this study was to advance knowledge and understanding of the emotional implications retired athletes experience when diagnosed with hypertrophic cardiomyopathy. This study employed an autoethnographic method to explore the consequences of living with this potentially life-threatening heart condition from a first-person narrative, using the account-making model of coping and loss as framework. The results illuminate the lived experience of someone diagnosed with hypertrophic cardiomyopathy and subsequent forced transition out of high-performance sport. This study provides practitioners with insights into this topic so that relevant and tailored interventions can be implemented to help retiring athletes who are diagnosed with hypertrophic cardiomyopathy cope with the career transition process. Notably, this paper also offers a full, complete autoethnography rather than extracts of autoethnographic writing typically provided in journal articles due to formatting restrictions. Thus, we showcase the valuable contribution this methodology has to offer scholars and practitioners.

‘And then the helping relationship became different’: professional identity development through learning in a helping relationship course

ABSTRACT Professional identity is a dynamic process in which individuals come to view themselves as social workers. This process is enabled through utilizing transformative learning: involving the internalization of professional values, knowledge, approaches, skills, and interventions. This study examined the pedagogies that enhance the development of professional identity formation as occurred in a helping relationship course at an Israeli college. A qualitative methodology was used, in the collaborative autoethnography approach, based on systematic reflection on the participants’ experiences as social work educators. Each of the three educator-researchers documented all 12 weekly lessons, for a total of 36 journal entries. The findings point to four professional development phases during the course: self-awareness, confronting difficulties, acceptance, and integration of knowledge into practice. These findings are discussed in relation to transformative learning theory and Bion’s term of the unknown. Recommendations for social work educators are provided.

PANGAKO KO, (My Promise): How publication design can encourage cultural maintenance and reconnection within the Filipino Culture for Future Filipino Generations

“Pangako Ko” is a piece of work that is centred around the maintenance and acknowledgement of the Filipino cultural identity abroad through publication design. Based on my upbringing through the eyes of immigrant parents, provides nostalgic remembrance towards future enactment of the culture. The project aims to ground and reconnect Filipino individuals through the contextualization and critique of the culture from a second-generation point of view. The project grounds itself around the conceptual significance of family. The basis for this project is to foster and enact practices within the internal and external relationships of the culture through archival design. The methodological framework has a strong emphasis on an auto-ethnographic approach and heuristic inquiry. Resulting in a Z-Bind publication that communicates the framework of a second-generation Filipino through interactive, archival, photographic multi-page spreads.

Embedding Sustainability across a Teacher Education Course: Teacher Educator Experiences

Abstract Education for Sustainable Development (ESD) remains an urgent priority to combat the numerous social, environmental and political crises prominent in the 21st century. This article shares the experiences of teacher educators who integrated ESD into discipline-specific units of study for pre-service teachers. Using a collaborative auto-ethnographic approach, we explore how curriculum change for ESD was navigated and discuss how institutional support was essential for providing legitimacy and necessary resources. Drawing on Noddings’ approach to ethics of care, we emphasise the significance of valuing the perspectives and experiences of stakeholders involved in curriculum change and advocate for inclusive and responsive approaches that engage individuals meaningfully throughout the process.

Stand-up comedy to the screen: A satirical autoethnographic approach

Stand-up comedy to the screen: A satirical autoethnographic approach

Building Resilience during Compassion Fatigue: Autoethnographic Accounts of College Students and Faculty

Compassion fatigue (CF) is a well-researched topic in the fields of mental health and nursing. However, studies on CF in the fields of primary, secondary, and higher education are very recent and scant. Compassion fatigue (CF) can be defined as the empathic strain or general exhaustion experienced by helping professionals such as psychotherapists, nurses, social workers, healthcare workers, family caregivers, and elderly caregivers. In this paper, utilizing the Double ABC-X Stress Model, we explored the antecedents, experiences, and consequences of compassion fatigue among college students and professionals who have previous personal experiences with stress and trauma, work with children and families, and work in higher education to prepare professionals to work in such fields. This study uses an autoethnographic approach, where the five authors of the study were also the participants. Utilizing the lifespan and ecological perspectives, we examined the symptoms preceding compassion fatigue and preventative strategies, as well as risk factors and protective factors. This study covers a breadth of compassion fatigue, from predisposition to onset and recovery, and considers alternative strategies for coping, including creating meaning from difficult experiences.

Dual Narratives, Shared Radiance: A Tropical Asian Queer Collaborative Autoethnography

Employing a tropical Asian queer collaborative autoethnographic approach, this article explores the unique narratives of two diasporic researchers hailing from the Philippines and Taiwan. The paper elucidates the voices, perceptions, and lived experiences of the authors and shows how these align with Bronfenbrenner’s ecological systems theory of human development, which asserts that individuals are influenced by their socio-cultural environment comprised of the macrosystem, exosystem, mesosystem, and microsystem. The relationship of these overlapping systems is explored through the lives of the two researcher-authors through personal narratives. These narratives accentuate the methodological queering aspect, employing personal vignettes as pivotal focal points. By intertwining subjective experiences within the socio-ecological systems model, the article seeks to vividly depict the knottiness of tropical Asian queer identity and experience. Through this exploration, the discourse not only enquires into the intricacies of the researcher-authors’ stories but also contributes to a broader understanding of how queer socio-cultural factors shape the diverse narratives within the queer community in tropical Asia.

Developing a Supportive Community of Practice

This paper employs a qualitative case study to suggest how the research journey of doctoral students can be improved in educational institutions by encouraging the formation of small and informal Communities of Practice (CoP). It examines themes emerging from the feelings and opinions of four part-time professional doctorate students about their study experience and participation in their emergent CoP. A peer group developed where the students share their experience, expertise, insight, and knowledge in a caring and supportive, but informal, forum. CoP could become an effective tool to aid retention, identity development and wellbeing of postgraduate level students, factors which have been previously identified as key areas of risk. An autoethnographic approach was used to review the feelings, perceptions, and opinions of the four case study group members about their experiences of the informal CoP to date. Thematic analysis of transcripts and WhatsApp communications was used to reveal the perceived common benefits and gains from participation in the informal CoP such as joy, safe spaces, and identity development, aligning members experiences to a CoP lifecycle. The study found small group formation at doctoral programme induction, and encouragement for students to organise their own regular study days using of social channels, may impact overall success. Application and adaptation of this doctoral CoP model could form the basis for future research and a model for academic institutions to suggest to new and existing students

‘Putting on the Green Jersey’: Irish artists as critical insiders and co-authors of an authentic nation brand

ABSTRACT There is a remarkable confidence in Irish culture right now. In the decade to 2024, Ireland successfully emerged from a devastating recession while overseeing significant investment by the State in the arts. A new generation of artists are shaping Irish identity, forged in the heat of a rapidly growing multicultural population, to construct a new national narrative of Ireland. This paper examines the instrumentalisation of artists in Ireland’s nation brand. Based on interviews with renowned Irish artists, the author applies an autoethnographic approach to capture specific insights from these elite expert informants. The study establishes that artists are complicit in their use of the arts as a tool of soft power. It confirms their unique role in building a nation’s reputation, and engaging international publics with the multiplicity of narratives, within an evolving Irish identity. It calls for a conceptual repositioning of artists as critical co-authors in effective nation branding.

‘Carefree enjoyment - can you tick that box?’ A story of thriving following experiences of abusive coaching in gymnastics

ABSTRACT Within this paper, we aim to utilise a creative analytical practice to embody the experience of thriving and show the ways in which the coach-athlete relationship may influence an athlete’s ability to thrive. By using an evocative autoethnographic approach, we hope to connect the reader to the thoughts, emotions, and feelings of a gymnast. To achieve this, I, the first author, used three main strategies to build the story presented in this study: use of memory, memory writing, and emotional recall. I adopted the role of ‘storyteller’, and the story was constructed through an evocative autoethnography with the aim to show emotional experiences that encourage empathy, social awareness, and reflection within the reader. Four memory fragments depict my own gymnastics experience presented in relation to key moments of my performance and well-being. The story chronicles how the coach-athlete relationship affected my personal experiences of thriving, including initial interactions, navigating feelings of anxiety and panic at competitions, and finishing my university sporting experience. We’d like to invite you, the reader, to live the first author’s story and immerse yourself in her experience of how the coach-athlete relationship impacted her experiences of thriving as a gymnast.

Natural Contemplation – a Christian Healing for the Environment?

Abstract Recent studies have acknowledged the insufficiency of rational arguments to motivate us for necessary changes to save the planet: hence the attraction of non-religious ecospiritualities. Identifying Western Christianity’s relationship with the environment as more moral than spiritual, I respond to the principle of right relation to the environment developed by the Methodist social creed tradition to recover the neglected tradition of natural contemplation from Christian cosmology and the monastic tradition. Drawing also on Douglas Christie’s analytical autoethnographic approach and on neglected liturgical tradition, I argue further that natural contemplation is intrinsically a prayer for the healing of nature.

Experiences of a Chinese English Learner in the Framework of Sociocultural Theory: An Autoethnography

This study explores the process of second language acquisition (SLA) among Chinese learners within the framework of sociocultural theory, particularly focusing on Vygotsky’s Zone of Proximal Development (ZPD). Through an autoethnographic methodology, the author reflects on personal experiences of learning English in both China and abroad, aiming to fill a gap in SLA research by emphasizing localized Chinese contexts. The findings suggest that access to guidance from more capable individuals, whether teachers, peers, or others—plays a critical role in helping learners navigate their ZPD, thus enhancing their language acquisition. However, the study identifies that many Chinese learners underutilize their surrounding sociocultural environment, limiting their learning potential. This research not only underscores the role of ZPD in language learning but also offers practical insights for both students and educators, advocating for greater student agency in seeking help and for teachers to actively engage in fostering students' ZPD development. Despite its contributions, the study’s autoethnographic approach introduces limitations in terms of subjectivity and sample size, highlighting the need for future research to incorporate diverse perspectives and larger datasets. This research offers a valuable perspective on how sociocultural theory can inform SLA practices in Chinese educational settings, contributing to improved pedagogical strategies.

PHOTOVOICE ANALYSIS OF INDUSTRIAL PRACTICE EXPERIENCE: A COLLABORATIVE AUTOETHNOGRAPHY STUDY

This study aims to examine the experience of implementing industrial practice with photovoice analysis through a collaborative autoethnography approach and reveal the factors that determine the success of industrial practice. This research is qualitative and uses a partial collaborative autoethnography approach. The source of research data is industrial practice activities. The sampling technique was carried out through purposive sampling. Data collection was carried out through critical autoethnography, observation, and Focus Group Discussion (FGD). The validity test technique used was FGD. Data analysis was carried out through content analysis. The results of this research include: first, the study of industrial practice learning experiences contained aspects of togetherness and cooperation (collaboration ability category); discussion (communication ability category); involvement, contribution, initiative, responsibility, and dedication (proactive category); implementation of knowledge, fast learning, self-development, obedience, and time management (adaptive category). Second, the factors determining the success of industrial practice include a supportive partner work environment, team solidarity, student competence, and student personality.

Conducting fieldwork amidst earthquakes in Nepal: insights from a tourism researcher

This study presents a comprehensive account of the first-hand experiences encountered by a doctoral researcher during fieldwork conducted in Kathmandu, Nepal, in 2015, where two significant earthquakes struck. While existing literature extensively examines the vulnerability of participants, little attention has been given to the challenges faced by researchers themselves within such disaster settings. To address this gap, this study employs an autoethnographic approach to provide a personal and experiential narrative of the researcher’s time in the field. The results of this study shed insight on the difficulties that individual researchers face when working in disaster-affected areas, which is a major contribution to the field of tourism and disaster research. Moreover, it unveils the interplay between individual experiences, logistical intricacies and psychological well-being. This study delves into the practical implications associated with conducting research amidst volatile and uncertain conditions, emphasizing the pivotal role of robust disaster preparedness and response strategies in regions affected by calamities.

The Atrato River as a Bearer and Co-creator of Rights: Unveiling Black People’s Legal Mobilization Processes in Colombia

Abstract In 2016, Colombia’s Constitutional Court recognized the Atrato River as the first water body in Latin America to have its own rights. This article interrogates the historical roots of the judicial decision declaring the river a rights holder. Drawing on my long-term engagement with social organizations as an activist, lawyer, and then researcher, I illuminate the influence of Black people from the Atrato River in the transformation of law in at least three areas: ethnic territorial rights, transitional justice, and river rights. To do so, I combine interdisciplinary theoretical critique with socio-legal research using community-based and autoethnographic approaches to trace the community methods and historical practices of political contestation deployed along the rivers. Thus, I conceptualize how an organic and distinctive style of claiming and creating rights has been constructed in the basin. Moreover, by listening to the voices of the riverine representatives, I argue that the river is a nonhuman existence that has participated in the processes of rights-making in conjunction with local communities and a broader mosaic of allied actors. However, I also outline how legal systems still function to overlook crucial socio-legal claims of marginalized and resistant communities.

Uncovering the Nexus of Identity and Forced Migration: A Collaborative Autoethnographic Study of Afghan Women’s Experiences in Diaspora

This qualitative research investigates the educational mobility of Afghan women in diaspora, particularly those who have experienced forced migration following the Taliban's takeover of Afghanistan in 2021. The study delves into how their intersectional identities, including gender, ethnicity, religion, and socioeconomic status, shape their educational experiences. These Afghan women's educational journeys are further complicated by the challenges posed by political and economic conditions in refugee communities, which limit their access to education and employment opportunities while increasing the risk of discrimination and violence. Using an autoethnographic approach, we leverage our personal experiences as Afghan women who immigrated to Canada during two distinct Taliban occupation eras. Through self-reflection, journaling, and daily life observation, we provide nuanced insights into the multifaceted challenges faced by Afghan women during their forced displacement and migration.

Shuttling between language and content teaching: Exploring opportunities and challenges through collaborative autoethnography

This study investigated the experiences and histories of two teachers of both language and content classes to undergraduate students in Japanese universities, one a British anglophone speaker and the other a Japanese national. In Japan, with the spread of English-medium instruction (EMI) courses, issues of language use have stimulated much debate. As teachers of both English and applied linguistics, through a collaborative autoethnographic (CAE) approach, we explored issues of shuttling between Japanese and English, and of content acquired in both languages. Our findings revealed the nature of our translanguaging practices and related them to our epistemic beliefs and study histories abroad, noting the influence of those experiences and differing student attitudes towards our relative status as English speakers. Conclusions pointed to the benefits of the research methodology of CAE to co-construct our narratives and unpack how our personal backgrounds intersected with our current EMI pedagogies. This article was published open access under a CC BY-NC-ND licence: https://creativecommons.org/licenses/by-nc-nd/4.0/ .

An autoethnographic approach to (not) teaching about the coronation

An autoethnographic approach to (not) teaching about the coronation

Informing Teaching and Learning Practices in Higher Education: Reflections from Engaging in Home-Schooling

Using a collaborative autoethnographic approach, this paper draws on the experiences of four multi-disciplinary Australian academics who engaged in home-schooling during the 2020 and 2021 COVID-19 lockdowns to answer the research question, ‘how might our experiences of engaging in home learning inform our practice in higher education?’ The reflections encompassed our experiences in engaging with unfamiliar technology, equity issues, pedagogical aspects of online delivery, teacher presence, communication, well-being and our own cognitive and emotional responses. We considered the implications of this rich learning experience for our own learning and teaching practice as university academics. Our key findings are the need for a consistent, scaffolded, and supported approach to delivery of technology, consideration of its affordances, a flexible approach to student engagement that considers equity and contextual issues, and a focus on well-being and support. Limitations of this study include the single institution focus and the limited generalisability of auto-ethnographical research.

Enriching systems practice with African perspectives

AbstractThis paper follows an autoethnographic approach that seeks to give a practitioner's reflection by exploring the intersection between African philosophies, particularly the concepts of Ubuntu and Ukama, and the practice of systems thinking. It raises concern about the absence of an African perspective in the discourse on mainstream systems thinking approaches. It argues that African philosophies, with their emphasis on relationality, community and humanness, can contribute to and enrich the discourse on developing systems thinking approaches. The main author's positionality, including his struggles with his identity as an African, his personal experiences growing up in a rural African village and being exposed to traditional African storytelling and community‐based practices, is used to illustrate the connections between African philosophies and systems thinking. As an example of this linkage and how an African perspective can enrich the practice of systems thinking, the paper applies an African worldview to Critical Systems Heuristics.