Autoethnographic Study Research Articles

Being Adopted and LGBTQ: An Autoethnographic Study of Intersectionality

Adolescence is a time when youth explore their sexuality and gender identity. With the current increase in individuals who identify as lesbian, gay, bisexual, transgender or queer (LGBTQ), it is likely that adoptees are included. While research on LGBTQ adoptive parents has increased, little is known about LGBTQ adoptees. This autoethnographic study was designed to explore and analyze the experiences of one LGBTQ adoptee through the lens of their adoptive mother. Social service and mental health practitioners may find this information helpfulin identifying issues to assess and possibly address when working with LGBTQ adoptees and their families.

질적교육연구방법론 수업을 수강한 어느 대학원생의 학습 경험에 대한 자문화기술지 연구

The purpose of this study is to autoethnographically explore a Graduate Student’s Learning Experience and Meaning in the Qualitative Education Research Methodology Seminar. To this end, I reviewed a reflective journal from March to June 2022, observed class participation, and conducted another insider interview. As results of the study, the experience of introducing qualitative research was found to be ‘participating in learning’, ‘building a learning relationship’, and ‘organizing learning’. Students enter the world of qualitative research through classes guided by advisors and textbooks suitable for beginners in qualitative research. However, beginners of qualitative research soon have difficulty in qualitative analysis and interpretation. This is because the process of qualitative analysis and interpretation is a practice that can only be learned by doing. Therefore, for beginners, feedback based on positive interdependence plays an important role in advancing to the next stage of research growth. It was also found that beginners of qualitative research seek various solutions when performing project tasks. The meaning of the introductory experience of qualitative research was found to be ‘learning about learning’, ‘learning in the research field’, and ‘learning about myself as a researcher’. Introductory experiences with a qualitative research lens are qualitative experiences of new ways of thinking and research methods. Given the nature of autoethnographical study that can be buried in their own world in the field of research, it is necessary to supplement them with rich and diverse data, especially for qualitative research beginner. In addition, beginner of qualitative research hope to become better qualitative researcher using the experience of qualitative research classes as a stepping stone. In the end, the researcher sought self-transformation by reflecting on the process of learning through participation in qualitative research classes. As a researcher and research participant, I looked back on the process of learning and seeking self-transformation. This study is expected to share experiences with beginners in qualitative research and help them understand preliminary research.

“It Feels Like a Performance When I Teach Online”: Autoethnography of Tensions in Teacher Identity

This autoethnographic study examined the tensions affecting the identity of a teacher in charge of an online English academic writing module during the COVID-19 pandemic. Reflections written over one academic year were examined using performativity as an analytical lens. The analysis identified three types of tensions: performing for proximity, performing to meet the institution’s and student’s expectations, and continuously changing performances. These tensions highlight the teacher’s performativity when using technology, which ultimately configured his teacher identity. From these tensions, the paradox of technology may be observed. Specifically, tools supposedly productive for an online class may not necessarily be well received by students and may burden the teacher.

Shared Epiphanies of My Constantly Challenged Linguistic Membership

The pluralization of English has enabled the use of its varieties in cultural contexts that are not traditionally associated with the language. Yet, the inequality of Englishes remains a main characteristic of globalizing and localizing the language. The spread of English use in Kuwait was a result of establishing reconfigured imperial relations during the British protectorate era. Mediated by language ideologies, the English language has ‘settled’ Kuwait’s local linguistic ecology, and its spread remains sustained by the imposition of colonial practices and ideologies through contemporary processes of capitalist globalization. I argue that the pluralization of English in Kuwait’s nuanced experience typifies a mechanism to (un)consciously enable globally-formed power relations between local ‘native’ and ‘nonnative’ speakers, rendering it unequal. In this article, I lay bare the impact of the phenomenon of Unequal Englishes on my life as a Kuwaiti English language teacher (KELT). Through writing two personal epiphanies, I conducted a critical autoethnographic study in response to my trajectory of English speaking and teaching. Anderson’s (1983, 2006) imagined community concept and Phillipson’s (1992) native speaker fallacy constituted the theoretical framework of the study, which ultimately explored the perpetuation of unequal power dynamics between ‘native’ and ‘nonnative’ English speaking teachers in Kuwait. Keywords: Unequal Englishes, power relations, Kuwait, KELT, imagined community, native-speakerism, autoethnography.

Re-storying pregnancy loss: Threading narrative, artmaking and textile-weaving into an embodied grief work ritual

In Western societies, certain traumatic losses are met with a lack of grieving rituals or grief work templates to acknowledge, process, or integrate these losses. This can lead to disenfranchised grief. This article is based on a visual auto-ethnographic study of pregnancy loss in South Africa. It explores the creation of a secular, ritualised form of grief work in line with non-linear models of grief that emphasise connecting bonds. In this article, I explore how a combination of narrative, artmaking and textile-weaving can be employed in traumatic loss and disenfranchised grief as a form of ritualised embodied grief work. I show how creating a personalised, secular ritual can help restore bonds of connectivity according to Dennis Klass’s oscillation model of grief. This form of narrative weaving is posited as an alternative way of giving voice to that which is unbearably hard to voice and ‘re-storying’ the narrative for meaning-making. This article proposes, therefore, that the threading through of these complementary techniques is an effective model of embodied grief work to acknowledge trauma and loss and combat disenfranchised grief.

Looking back to look forward: a collaborative autoethnographic study of the effects of neoliberalism on social work practice, education and research

Neoliberalism emerged as a powerful force across the globe, adding market-based pressures to social work practice, education and research. Using a collaborative autoethnographic approach, we reflected on neoliberalism’s impact on our professional and academic experiences in US-based social work. Disconnection characterised our collective experiences of neoliberal social work across practice, research and education. The effects of this collective disconnecting emerged in three themes: (1) commodification; (2) compliance; and (3) disillusionment. We offer recommendations on how the field of social work can resist neoliberalism’s effects and encourage: (1) recentring social work practice, education and research around social work values; (2) a strategic use of self to form connections between the personal and the professional; and (3) the adoption of collective impact as the model for social work education and research.

Learning with ChatGPT 3.5 as a more knowledgeable other: an autoethnographic study

ChatGPT, an artificial intelligence language model introduced in November 2022, is potentially applicable in many contexts, including higher education. Although academics are already using it to draft papers or develop search queries for systematic reviews, its use as a tool aiding the learning process has not been examined. To address this research gap, I conducted an autoethnographic study examining my experience using ChatGPT as a more knowledgeable other that scaffolded my learning about a particular topic—the technical aspects of how ChatGPT works. Overall, ChatGPT provided me with enough content to form a general idea of its technical aspects, and I experienced its feedback as motivating and relevant. However, the answers were somewhat superficial, the text it generated was not always consistent or logical and sometimes contradictory. The instantaneous replies to my questions contributed to an experience of a 'flow'. Being 'in the zone' also meant I overestimated my knowledge and understanding, as I could not detect the contradictory responses it provided 'on the spot'. I conclude that caution is advised when ChatGPT is used as a learning aid, as we learn more about its capabilities and limitations and how humans tend to perceive and interact with these technologies.

Promotion of research culture among radiographers in one UK NHS trust through journal club activities – An autoethnographic study

IntroductionThe poor research culture within the radiography profession can be addressed through initiatives such journal club activities. The role of a research radiographer is best suited to drive achievement of journal club outcomes for research culture improvement; however, the cultural environment of healthcare providers presents challenges. This is an autoethnographic account of a research radiographer in promoting research culture among diagnostic radiographers in a single UK NHS trust through journal club activities. MethodsThe study adopts an analytical autoethnography methodology to critically analyse reflective accounts of the research radiographer's experiences and the interplay with the cultural environment in which the experiences occurred. The reflective accounts are supported by locally collected data during a 10-month period of the journal club and published literature. ResultsThe establishment of the journal club received encouraging support from the senior management, university academics, library services and radiography professionals. There are initial signs of research culture improvement among participants of the journal club as observed through engagement in research related activities. However, cultural challenges including lack of time to explore gaps in research evidence, and prioritisation of clinical duties over research related activities, may have affected the achievement of expected outcomes of the club. ConclusionThe research radiographer is well placed to encourage research culture within the clinical imaging department through targeted initiatives such as journal clubs. The long-term contributions of such initiative to departmental efficiency and quality service delivery should encourage optimum support to actualize expected outcomes. Implications for practiceEncouragement of journal clubs as a means of improving research culture within clinical radiography teams, driven by research radiographers. Encouragement of management support for the achievement of set outcomes of journal clubs.

Tempered radicalism

Abstract This article explores Meyerson and Scully's concept of ‘tempered radicalism’ (1995) in the context of contemporary academic practice and identity. We report on a collaborative autoethnographic study which addressed the question: ‘What does the concept of tempered radicalism mean to us as academics in contemporary higher education?’. We explore how the concept of tempered radicalism allows us to consider our own actions and abilities to drive change within an increasingly challenging higher education environment moulded by the policies, values and practices of neoliberal economics. In this context, we share differing perspectives on what it means to bring a values-based criticality to our work. It is the breadth of Meyerson and Scully's concept which allows us to approach this exploration in a way which emphasises commonality rather than difference and facilitates collaboration. This article therefore showcases the utility of tempered radicalism to academics with a range of perspectives.

Rolling with advantage: Why Dungeons & Dragons provides new insight into the Christian concept of the imago Dei for autistic Christians

What is clear through an exploration of disability theology is that the imago Dei is a crucial component of a proper understanding of disability and creation. Whilst the imago Dei provides excellent utility in terms of the spiritual engagement of autistic Christians, there is much to be discovered concerning new pioneering methods of approaching dialogue between autistic and non-autistic Christians. As I shall explore through an autoethnographic study drawing from my own experiences, Dungeons & Dragons is one of these pioneering methods that is a creative tool for autistic Christians. Thus, new methods emerge regarding what the imago Dei means for those on the autism spectrum.

Un‘casting’ Universities: Examining the Intersections of Inclusive Curriculum and Dalit Pedagogies in a Private University in Bangalore, India

Despite India’s constitutional dream to achieve equity and justice, caste still remains an issue of concern. Especially in the context of education, reports indicate a disparity in access and participation across gender, caste and other parameters (Hickey & Stratton, 2007). The prevalence of caste-based discrimination across universities and Dalit student suicides continue to be widely reported (Anderson, 2016; Niazi, 2022; Shantha, 2023; Nair, 2023). While the University Grants Commission, especially Mandal Commission and the Thorat Committee have placed certain recommendations, many universities fall short of implementing the same and even if they do, they don’t percolate to an informed student/ faculty/ administration policy (Sitlhou, 2017). Lack of a well-defined policy, its implementation and the disconnect between curriculum and pedagogy has resulted in an erasure of the discourse on caste within higher education institutions. Furthermore, the disconnect has promoted a sense of alienation in educational institutions wherein some students graduate from school or universities without any exposure to caste as a social problem and some students face humiliation routinely. This project is an autoethnographic study of classrooms in a private university in Bangalore to understand the gaps that emerge from the disconnect between curriculum, pedagogy and comprehension of students about caste and present an alternative pedagogical paradigm that is situated, participatory, historical and critical.

Designing accessible musical instruments by addressing musician-instrument relationships

This article explores the concept of intimacy in the relationship between a musician and their instrument, specifically in the context of designing digital and accessible musical interfaces (DMI/AMI) with disabled musicians. We argue that current DMI/AMI design frameworks are lacking in their consideration of this relationship and that this deficiency can prevent designers from understanding the specific needs and desires of disabled musicians. The paper presents an autoethnographic study of the lived experience of the first author, a disabled musician, to provide insight into the evolution of his musician-instrument relationships and his definition of “success” in this context. The authors propose that incorporating these types of lived experiences into the AMI design process, and considering cultural probes or provocations related to phenomenological experiences and characteristics that contribute to a successful musician-instrument relationship, could lead to more effective and tailored DMI/AMI designs with disabled musicians.

Fierce parenting: an autoethnographic study of disability, inclusion, and ‘othering’

This critical autoethnographic article with academic friends explores the complex territory of disability from a strengths-based, inclusive perspective. The article centres on the experiences of a mother and educator (the lead author), who continues to navigate the disability landscape, which is encumbered with deficit views. The curated narratives (or vignettes) presented hereafter, focus on specific educational experiences and challenges related to perceptions of disability and “othering” that threaten to exclude. Each narrative reveals the lead author’s direct experiences of alienation and her need to develop a strong sense of fierceness to protect and secure the right to an equitable, inclusive education for her “othered” child. The authors analyse each story using emic and etic perspectives utilising ideas drawn from Lévinas’ notion of alterity and his ethics of encounter, as well as critical discourse analysis to bring attention to the deficit language. Collectively, the narratives and the analyses aim to bring critical awareness to the lived experiences of this mother and educator and identify the deficit mindsets that affected her so profoundly.

Rethinking accounting assessment in a COVID-19 world: application of a dialogical approach

ABSTRACT While the COVID-19 pandemic significantly impacted the higher education sector, it also provided opportunities for accounting academics to rethink their assessment strategy. This paper adds to the limited literature which has reported on how accounting academics responded to such an opportunity. Drawing on Freire’s dialogical education theory as the theoretical underpinning, we provide an autoethnographic account of an academic’s experience of championing a dialogical informed assessment. Focusing on assessment, this autoethnographic study contributes to the growing dialogic pedagogy accounting education literature and challenges accounting academics to consider engaging in an open-book portfolio assessment informed by the dialogical education approach.

Mystory as an international graduate student: a socialization autoethnography

PurposeThe purpose of this study is to seek answers to how receiving his PhD at the University of Alabama influenced the author’s ongoing academic discourse socialization as an international graduate student coming from Turkey. To that end, the author incorporates second language and academic discourse socialization theories with the concept of “desire” in TESOL.Design/methodology/approachIn this autoethnographic paper, the author discusses his academic discourse socialization as an international graduate student in the form of an evocative autoethnography of socialization. The author uses data gathered through his personal memory in the form of self-reflections. Using Chang’s “chronicling the past strategy” (2008, p. 72), the author prepared a data chart, which included information regarding the data source, its mode, time, venue and stories gleaned. The author used this data chart as a self-generated document to guide him through the selection process of his personal memories in an organized way while writing mystory.FindingsThe findings show that his academic discourse socialization was mainly influenced by the attitudes of local US citizens’ and existing members of international communities in both on- and off-campus settings. Over time, his academic discourse socialization turned out to be a complex process where the author oftentimes found himself struggling to find an entry point in extracurricular conversations and interactions.Research limitations/implicationsThe author recommends further research to focus on the inner worlds of both old(er) timers and newcomers to understand the challenges, emotions and nuances that are at play in both L2 socialization and academic discourse socialization of international students.Originality/valueIn this autoethnographic study, the author offers a unique example of an international PhD student’s transnational socialization experiences. Future international students, higher education administrators, faculty members and local graduate students may learn from his autoethnography and approach their future academic relationships in a more informed way.

BART, the Black American Role Taxonomy: A culturally expansive approach to role theory and method

This article will investigate how performance can identify racialized archetypes, stereotypes and roles located in therapeutic spaces. It will present ways we can utilize these stereotypes to create and expand upon Landy’s role method and role theory to empower Black Americans to claim their identity. This research has been conducted as an autoethnographic study in order to create an open dialogue about racialized roles that surfaced in a therapeutic theatre production and in clinical practice. Issues regarding race are difficult to discuss and present fierce levels of discomfort in clinical spaces. This article highlights the necessity to continue meaningful conversations about race in the field of drama therapy. Further, this work looks to contribute to the development of cross-cultural practices in drama therapy.

An Auto Ethnographic Study on Communicative Approach in Teaching English Syntax in a University Context

This research employed an auto ethnographic study. It is a method used to describe the journey of the researcher in teaching English Syntax for three years in academic years 2015 to 2017. The problem in this research is how the lecturer implemented the communicative approach in teaching English Syntax in an Indonesian Higher Education Context. The Method used in this research is qualitative method. The subject of this research was the students and the lecturer of English department, Faculty of Language and Literature, Makassar State University. The instrument of the research was interview and auto ethnography reflection (lecturer personal reflection). Technique of the data collection used individual in-depth interview. The result of the data analysis indicated that the implementation of the communicative approach in teaching English Syntax run well because the students felt satisfy to join the class, from the class start until the end. The implementation was divided into three steps. The first is preparation; the lecturer has already prepared the teaching material well, the learning objective, and teaching method and strategy. The second is implementation the communicative approach in teaching English Syntax, and the third is evaluation. The all of the steps are run well in teaching English Syntax through the communicative approach. It can be concluded that teaching English Syntax through communicative approach was very good and successful, and get a good impact for the students in improving their language knowledge and skills. Keywords: an auto ethnographic study, Syntax, and communicative approach

An Autoethnography of Bullying and University Climate: A University Student’s Lived Experiences

Bullying remains a salient issue facing university students, necessitating continued research from diverse methodological lenses. This autoethnographic study explores bullying and climate issues from an insider student perspective. The researcher leverages their personal experiences with bullying victimisation and witnessing as current university students. Through reflective writing, they provide detailed first-person accounts of specific bullying events and perceptions of the broader campus climate. Qualitative analysis of these emotive narratives reveals key themes around the persistence of bullying behaviours, complex bystander dynamics, unsupportive institutional responses, and protective factors like inclusive climate and student empowerment that could be expanded upon. While limited in generalizability, the findings demonstrate autoethnography's potential for generating nuanced, experiential insights on bullying complementing traditional prevalence data. Practical implications highlight opportunities for anti-bullying education, policy improvements, youth-adult partnership, and further research centred on student voices.

Raving as healing: an autoethnographic study into how raving can inform the use of dance movement psychotherapy in clinical work with substance abusers in recovery

The topic of raving has not yet been addressed in dance/movement psychotherapy (DMP) literature, despite being a meaningful activity shown to facilitate personal transformation. Whilst studies on rave culture have highlighted its therapeutic benefits, none of them focus on recovering substance abusers. This research identifies links between raving and DMP, looking at what each practice can offer this client group. Three key commonalities were identified whilst reviewing the literature on raving, DMP and substance abuse: strengthening spirituality, enhancing one’s sense of self, and creating a sense of belonging. Through analysing data from participant interviews, my embodied responses and my own experiences, five more were revealed. Findings from this study were considered for their relevance in DMP clinical practice.

Teachers Talking About CLIL Pedagogy: Transforming Teacher Practices Through Collaborative Autoethnography

<i>This collaborative autoethnographic (CAE) study has investigated how three tertiary-level teachers of an English language lecture preparation course in a Japanese university engaged with each other over a two-year period from 2020 to 2022 regarding their approaches to the adoption of a Content and Language Integrated Learning (CLIL) approach to syllabus design and teaching. With two new teachers based in a newly established department and the other teacher in a more established department, insights were gained through the unfolding online CAE and face-to-face discourse into their respective thoughts and motivations underpinning their pedagogical philosophies and interpretations of the CLIL approach to meet their departmental and students' requirements. Key findings revealed that teacher backgrounds and experience with CLIL, as well as institutional shifts in curriculum aims, have all directly and indirectly shaped current course design and pedagogy and revealed similarities and differences in interpretations of CLIL over time. Of significance is how the CAE itself emerged as a vital community-building forum for the teachers themselves and acted as a site for varying levels of transformation in their pedagogical practices. </i>