Autoethnographic Exploration Research Articles

An Autoethnographic Exploration of Code-switching as a Tool for Identity Negotiation: Reflections of a Nigerian Postgraduate Student

An Autoethnographic Exploration of Code-switching as a Tool for Identity Negotiation: Reflections of a Nigerian Postgraduate Student

English

Teaching is one of the most consequential responsibilities of an academic librarian, yet many of us approach it without the training or self-awareness required to do it well. Teaching well means being willing to commit to endless, fearless exploration of pedagogical pathways, shifting social realities, and discomforting valleys within the self. These journeys enable us to define and strengthen our teacher identities. Critical LIS studies on identity frequently explore the multiplicity of librarian attitudes toward teaching or the complexity of individual librarian identities. In our study, we merged these two exploratory objectives by analyzing the dialogical interaction of an academic librarian's multiple identities in the teaching context, specifically. As academic librarians, diverse in terms of race, gender, age, and professional experience, we engaged in collaborative autoethnography to uncover and name the interlocking identities that inform our teaching endeavours. Through the lens of dialogical self theory (DST) and its concept of self positioning, we identified positions of the self that interact and negotiate with each other to facilitate or complicate the act of teaching itself. Autoethnographic exploration deepened our understanding of our teaching selves and helped us decipher the socio-psychological scripts that hinder and empower us as educators.

Autoethnography in the modern workplace: a reflexive journey

PurposeThis conceptual paper seeks to critically evaluate and illuminate the diverse autoethnographic methodologies that are pivotal for understanding the dynamics of contemporary workspaces. The objective is to contribute to the ongoing scholarly debate on the value of autoethnography in workplace research and explore how it can shed light on complex organizational phenomena.Design/methodology/approachThe paper adopts a narrative literature review approach, focusing on four main forms of autoethnography: realist, impressionistic, expressionistic and conceptualistic autoethnographies. Each form is discussed and dissected, emphasizing their specific sub-forms and illustrating their application through representative examples. The paper engages in a critical debate on utilizing autoethnography in workplace research.FindingsThe findings illuminate how autoethnographic methods can be used to gain nuanced and complex understandings of personal experiences situated in workplace culture, as well as how broader social and cultural contexts shape these experiences. The study also highlights the potential of these methods to explore marginalized and silenced stories within workplaces and contribute to the knowledge on power dynamics, inequalities and injustices embedded in the organizational culture.Practical implicationsThe following contribution discusses approaches for conducting autoethnographic explorations of selected work environments, offering researchers valuable insights into these methods' application. Through better comprehension and application of these methodologies, researchers can enhance their contribution toward cultivating more inclusive and equitable workplace environments.Originality/valueThe paper stands out in its extensive review and critical discussion of the autoethnographic methods as applied in workplace research. It expands upon individual autoethnographic studies by providing a comprehensive, multifaceted perspective, delving into the merits and limitations of these approaches in particular context of researching contemporary places of work.

The power of sharing with support: Exploring the process and roles involved in sharing vulnerability in solidarity

AbstractIn this paper, we investigate the process and the intertwined and entangled roles involved in sharing vulnerability in solidarity through collective autoethnographic exploration. We draw on the sharing process we engaged with in relation to the personal experience of one of us with long COVID‐related vulnerability, in addition to and intensified by the gendered vulnerability of being a mother during lockdown in the context of academia. Together, we reflect on the roles of sharer and supporter we took on in the process of sharing vulnerability and bring light to the emotions that preceded the sharing, the reasons for ultimately sharing with others, the act of sharing, the reactions to and consequences of it, the feelings aroused by sharing and how sharing could be supported. Over time, sharing those vulnerabilities with each other, finding support, and sharing with the work environment became an empowering research and healing project. The insights obtained from our experience are discussed in the context of the existing literature on gendered vulnerability and feminist solidarity, contributing an embodied and relational perspective to the process and entangled roles involved in sharing vulnerability and feminist writing.

Navigating Rigor: An Autoethnographic Exploration of Templating and Crystallization

In this autoethnographic exploration, we engage in a dialogic investigation to examine how templating and crystallization shape rigor in qualitative research. The use of templates in qualitative research has been widely used as a means of enhancing rigor in organizational research design yet comes with caveats especially when wanting to push boundaries. With the interplay of templates and crystallization, the researcher is encouraged to apply iterative and reflexive modes. The aim here is to inspire and invite researchers to pursue the multiplicity offered by qualitative methodologies and expand the discipline through authentic, trustworthy, and credible approaches. To explore the development of rigor we reflect on five narrative vignettes to abductively review the interplay of templating and crystallization within our academic experiences. The autoethnographic lens provided the scope to engage in our discourse, and practices and to question our emerging insights in pursuit of informed understandings. Whilst the focus is limited, we bring an organizational research view that highlights some of the challenges of the discipline. Three themes that we term tenets – purpose, reflexivity, and transparency – were key in the interplay of templates and the appreciation of crystallization. We found that utilizing a template is a valuable starting point for structure or direction, but the researcher must move beyond to find purpose, extend knowledge, and advance thinking. Transparency is essential to evidence the rigor, authenticity, and transferability of findings. This autoethnographic exploration adds value to the body of qualitative research as we call for rigor especially when there is a tendency for overuse or misuse of templates. To be clear, crystallization is not about doing as you please, but fostering rigor to encourage new ways of sense-making.

Reuniting with Michael: An Autoethnography of a Police Officer’s Experience with PTSD

This article presents an autoethnographic exploration of trauma experienced by the author, a former police officer turned academic and an offender whom the author knew in his former and current roles. By intertwining personal narratives, the study sheds light on the multifaceted nature of post-traumatic stress disorder (PTSD) and its profound consequences. The article’s objective is twofold: to provide an intimate and introspective account of trauma experienced within the context of violent victimization and to underscore the effects of PTSD, the transformative potential of therapeutic interventions, and the consequences of its absence. Writing in an evocative style, the author delves into his experiences as a police officer and reflects on the emotional and psychological effects of exposure to violence, both from his perspective and of the participant. The article emphasizes the importance of incorporating subjective dimensions of lived experiences expressed through personal voice. Ultimately, this autoethnographic study adds to the growing body of research on trauma by providing unique insights into the experiences of both trauma survivors. By sharing personal narratives, the article aims to contribute to a deeper understanding of trauma and its long-lasting effects while emphasizing the importance of therapeutic interventions for healing and resilience.

Whakamana Te Tuakiri o Ngā Wāhine Māori I Te Ao Whutuporo

This article presents a qualitative, autoethnographic exploration of personal realities and lived experiences in rugby. The literature highlights the potential harm of imposing a Westernised 'one size fits all' team culture, particularly in relation to its impact on Māori identity and aspirations. Herein we advocate for more inclusive environments that honour the intersections of diverse values, beliefs systems and perspectives of Māori, Pasifika and other marginalised communities. As an authorship team we sit within a research excellence group at the Centre of Indigenous Science. This space validates Māori and Indigenous identity, nurtures personal growth and embraces every facet of existence, from whakapapa to cultural identity, including our shared passion for rugby. This systematic literature review pursues two primary research objectives: firstly, it aims to identify and compare the challenges confronted by wāhine Māori in rugby, examining both Western and te ao Māori perspectives. Secondly, it uncovers effective strategies for addressing these challenges, with the ultimate goal of safeguarding and empowering flourishing wāhine Māori identities (tuakiri) in rugby.

Monolingual disobedience, multilingual guilt?: an autoethnographic exploration of heritage language maintenance during COVID-19 lockdowns

Abstract In this study I indicate that lengthened family interaction time during pandemic lockdowns can afford children significantly more exposure and opportunities to enhance their heritage language, but that this does not diminish the constant dilemma between striving to balance English acquisition and heritage language maintenance. Using autoethnography, and as a first-generation immigrant mother of a preschool-age Chinese American child, I will demonstrate how our family language policy and languaging practices evolved during the COVID19 lockdowns, and indicate how, despite the growing development of my child’s heritage language skills, her multilingualism was achieved at the cost of my constant ideological struggles between disobeying rampant English-only ideologies in society and feeling guilty about decentering academic English in our family language policy. With this study, I call for future research to adopt a longitudinal lens to explore whether shifting family language policies and languaging practices during lockdowns may have long-term influences on children from multilingual households.

Mediatorship: Exploring transformational conflict narratives that elicit generative processes through interconnected continuums that cultivate conflict wisdom

AbstractNarrative inquiry, narrative conflict resolution, and auto/duoethnography can be seen as sources of agency, fostering emancipatory processes. Autoethnography is a method that can elicit constructive social change by cultivating narrative coherency. These generative methods and practices have the ability to enkindle a cultural shift. We need new stories to initiate transformational processes, resetting individual life trajectories and humanities' course. Writing Homing In: An Adopted Child's Story Mandala of Connecting, Reunion, and Belonging, provided an autoethnographic exploration that encompassed notions of the good life in an autoethnographic process akin to spiritual journey. This adoption and reunion story gave rise to concepts and transformational learning pedagogies that can be used to engender resolution processes that can be understood as “lines of flight” or flyways. The homing in mechanism that was found in cases of adopted children that were able to find their birth parents, is shown to work as a compass, guiding individual life trajectories. Auto/duoethnography are methods that elicit relational transformation while contributing to the development of conflict wisdom. Transformagram Portfolios incorporating these approaches were designed to teach courses within the Cultural and Social Department at Creighton University. Writing conflict and illness narratives elevated personal questing to art form by using future forming research methods to beautify story mandalas. Auto/duoethnography can be developed as an effective conflict resolution tool in response to current “glocal” challenges. Transformational pedagogies have facetted a holistic lens by creating reflexive space. In this context, mediatorship is a vessel of exploration that transports conflict resolution practices, while orienting experiential learning that interconnects the inner and outer journey. Transformagram Portfolios use auto/duoethnography to nurture narrative coherency, living wisdom, and generativity by scaffolding learning processes that provide an innovative pedagogical instrument for conflict resolution.

An Autoethnographic Exploration of My Breast Cancer Journey: Egg Freezing, Childfreeness, and “Going Flat”

ABSTRACT In this essay, I discuss my personal experience with breast cancer, exploring three intertwined choices: declining medical egg freezing, choosing not to bear children, and opting out of breast reconstruction after a double mastectomy. Through autoethnography, I narrate how being an immigrant Latina cisgender lesbian in Europe influenced my decision-making processes. Challenging common assumptions about the invariably negative emotional impact on survivors of bilateral mastectomy and infertility, I emphasize the importance for me of minimizing additional pain by eliminating “unnecessary” medical interventions. Likewise, I address concerns about body changes, bodily integrity, and the impact of a positive genetic mutation on my family. My aim is to shed light on knowledge production gaps by sharing my journey from a minority perspective.

An autoethnographic exploration of ABCD within a rural pre-service education course

ABSTRACT Studies of community engagement in preservice teacher education include quality field experiences and the development of cultural competencies. However, fewer scholarly conversations focus on rural preservice teacher education programs, and even fewer tackle the issue of quality field experiences that help develop preservice teachers’ cultural competencies. Utilizing autoethnographic research methods, this study highlights how the tenets of asset based community development (ABCD) were integrated into an education course. Findings highlight the limitations of ABCD, students’ responses to the tenets, and the community’s responses to diversity efforts. In addition, this study highlights assets and networks that supported students’ learning of diverse literature within the rural community. Implications for preservice teacher education, problematizing the limits of ABCD, and continued studies of ABCD using autoethnographic methods.

Teaching Through Turmoil: A Collaborative Autoethnographic Exploration of Emergency Remote Teaching in Malaysian Higher Education

The COVID-19 pandemic forced traditional higher education institutions to switch to Emergency Remote Teaching through internet platforms and traditional modes which created significant disruptions. Language educators also were required to conduct online assessments. Using a collaborative autoethnography, we analysed our experiences on Emergency Remote Teaching as three language educators at three Malaysian higher education institutions during the COVID-19 epidemic. We were experts in traditional face-to-face classrooms but novices in online learning environments. The framework for our research was resilience theory. Resilience describes our ability to alter and adapt in the face of adversity. We employed theme analysis to evaluate our self-reflective field notes, which were supplemented with social media posts, from April 2020 to April 2021. Our findings indicate that four themes arose from our research. The findings suggest that four themes emerged from our study; i. strategies used during Emergency Remote Teaching, ii. multiple roles, iii. resiliency, and iv. challenges. The findings give insights into educators' tactics for adapting to the Emergency Remote Teaching environment, their many responsibilities, their resiliency, and the problems they experienced. We feel that our experiences with Emergency Remote Teaching have helped us become better competent language instructors who advocate the synergy of online and offline language study. Our research adds to a better understanding of the experiences that language educators had during Emergency Remote Teaching and the use of these experiences in higher education professional development. These findings are important for policymakers, administrators, and educators as they develop strategies and policies to assist educators in times of crisis.

An autoethnographic exploration of the realities of engaging in trans and queer center(ed) diversity work.

An autoethnographic exploration of the realities of engaging in trans and queer center(ed) diversity work.

“Use Their Dreams against Them”

In this autoethnographic exploration of my time as a classroom teacher, I, a white former teacher at a public middle school that served mostly students of color, remember one student, and distill what our relationship taught me about student resistance to oppressive schooling conditions and systems. Reading my student’s actions through the lens of resistance theory, I come to understand, in retrospect, some of what my student was telling me about the conflicting desire, pain, trouble spots, and confusion1 of racial capitalist schooling as a young Black man. I reinterpret my student’s noncompliance as a strategy for maintaining his sense of self and of culture in an environment that threatened both. I use autoethnography as a method to learn what my student was teaching me, and consider how classroom teachers might learn from and be changed by the resistive actions of their marginalized students.

Moving Through a Textual Space Autistically

This article is an investigation of neurodivergent reading practices. It is a collectively written paper where the focus is as much on an autoethnographic exploration of our autistic readings of autism/autistic fiction as it is on the read texts themselves. The reading experiences described come primarily from Yoon Ha Lee’s Dragon Pearl (2019) and Dahlia Donovan’s The Grasmere Cottage Mystery (2018), which we experience as opposite each other in how they depict their neurodivergent characters and speak to us as autistic readers. Through the article, we describe a formation of neurodivergent (critical) collective readings of autism/autistic fiction. The article contributes to an academic and activistic discourse around neurodivergent reader responses and power relations between neurodivergent and neurotypical readers and authors.

An autoethnographic exploration of anxiety in a cognitive assessment during a clinical neuropsychology placement

Cognitive assessments can be anxiety-provoking. Although commonly observed by clinicians, there are no published autoethnographies of those undergoing such assessments. Autoethnography involves reporting on personal experiences and observations of an event to facilitate a rich understanding of cognitive assessments. The current autoethnography provides reflections of an aspiring psychologist who underwent a cognitive assessment to experience the process from the service user’s viewpoint. The Five Aspects model (Padesky & Mooney, 1990) and Johns’ (1995) model of structured reflection are employed, to assess anxiety throughout. Practical recommendations are provided for clinicians administering assessments, with an emphasis on the importance of reflection.

Practicing Confidence: An Autoethnographic Exploration of the First Years as Physicians

Phenomenon : Every year is heralded with a cohort of newly-minted medical school graduates. Through intense residency training and supervision, these learners gradually develop self-assurance in their newfound skills and ways of practice. What remains unknown, however, is how this confidence develops and on what it is founded. This study sought to provide an insider view of this evolution from the frontline experiences of resident doctors. Approach : Using an analytic collaborative autoethnographic approach, two resident physicians (Internal Medicine; Pediatrics) documented 73 real-time stories on their emerging sense of confidence over their first two years of residency. A thematic analysis of narrative reflections was conducted iteratively in partnership with a staff physician and a medical education researcher, allowing for rich, multi-perspective input. Reflections were analyzed and coded thematically and the various perspectives on data interpretation were negotiated by consensus discussion. Findings : In the personal stories and experiences shared, we take you through our own journey and development of confidence, which we have come to appreciate as a layered and often non-linear process. Key moments include fears in the face of the unknown; the shame of failures (real or perceived); the bits of courage gained by everyday and mundane successes; and the emergence of our personal sense of growth and physicianship. Insights : Through this work, we – as two Canadian resident physicians – have ventured to describe a longitudinal trajectory of confidence from the ground up. Although we enter residency with the label of ‘physician,’ our clinical acumen remains in its infancy. We graduate from residency still as physicians, but decidedly different in terms of our knowledge, attitudes, and skills. We sought to capitalize on the vulnerability and authenticity inherent in autoethnography to enrich our collective understanding of confidence acquisition in the resident physician and its implications for the practice of medicine.

Thriving with chronic pain: A newly qualified Dramatherapist’s journey towards learning their body’s language

This paper implements an Autoethnographic lens to explore a newly qualified Dramatherapists relationship to their chronic pain and body, the society is exits within, the process of overcoming internalised stigma and the journey taken through training. An analysis of how society has impacted the authors relationship of their body that is affected by chronic pain will take place, as well as unpacking their experiences of having chronic pain and endometriosis. Chronic pain has been a constant within the authors adult life. This pain and societies attitudes toward disability informed a belief that becoming a Dramatherapist was not an achievable ambition. The author will delineate the steps taken, challenges overcome and drastic shifts in thinking that took place before training, during and once qualified. Through this Autoethnographic exploration of the authors lived experiences, they discovered the essential pillars of turning surviving into thriving were community, connection, education and self-advocacy.

Forgotten: an autoethnographic exploration of belonging through Graphic Design

This article presents a practice-led artistic research project that asks: How to represent an international Chinese student’s sense of belonging (or not belonging) through the aesthetics of visual poetry? The project looked into concrete poetry as a visual strategy to develop a design outcome consisting of two publications using an experimental typographic layout and two corresponding posters. This research employs autoethnography and heuristic inquiry as a methodological approach to the creative process to achieve high levels of originality. Based on personal experience, this research project explores the lack of sense of belonging faced by a Chinese student in an unfamiliar place when initially studying in Aotearoa New Zealand. In a design response to this temporary loss of belonging, the project investigated profiled individuals to analyse two specific negative emotions: restless and lonely. In addition, the study applies poetic writing to self-narrative to enhance the potential of personal expression, metaphorically telling stories while creating a visual typographic artefact that breaks with the traditional written prose form. The project is a retrospective of the self, graphically articulating two unforgettable emotions arising from two of the most profound periods affecting the researcher. On the one hand, the project takes a further step towards self-understanding and helps the viewer understand the issues of belonging experienced by Chinese students in a foreign country. On the other hand, it contributes to the discussion of autoethnography and heuristic inquiry to achieve originality in graphic design.

‘He isn’t a teacher. He is our friend’: understanding the challenges and opportunities of conducting ethnographic research with children

ABSTRACT The use of ethnographic approaches to study social settings has been steadily increasing over the last several decades. However, relatively few studies have been conducted with children, particularly in physical activity settings. This dearth of research may be due to the reported challenges of trying to ‘fit in’ in the world of children. This autoethnographic study provides insight into the approach utilised to conduct an ethnographic study with children and to become a ‘friendly adult’ in their world. The original six-month project focused on examining a cohort of 5–8year-old children to try and understand their engagement and relationship with physical culture. The project, conducted at a school in Victoria, utilised a range of ethnographic and child-centred methods to examine children’s engagement in PE and on the playground. This autoethnographic exploration provided the primary author the ability to reflect on and unpack his ethnographic approach to gain a deeper insight into his role in the project. This study investigates the challenges and opportunities that the primary author faced in trying to study the lives of these children. These challenges and opportunities included, embracing and engaging with past experiences; balancing roles as a former teacher; and maintaining a ‘friendly adult’ role. Being accepted into the world of the children required navigating these challenges and using them as opportunities to engage with the children as the gatekeepers of the research. Exploring these challenges and opportunities provided significant insight into how to engage with children in ethnographic research and build trust and rapport. Unpacking this approach through autoethnography provides a guide for future researchers working with children.