Autoethnographic Approach Research Articles

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.

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.

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.

North-South research collaboration during complex global emergencies: Qualitative knowledge production and sharing during COVID-19

Large multinational teams of academics and activist-practitioners that span the Global North-South divide have become common in qualitative research because of the reliance of field of peace and conflict studies on “local” knowledge and expertise. Complex global emergencies, such as the COVID-19 pandemic, present the opportunity to (re)shape and (re)consider these endeavors in key some ways. This article focuses on the involvement of South-based activist-practitioners in three large North-South collaborations, one pre-pandemic (Beyond Words: Implementing Latin American Truth Commission Recommendations), one ongoing when the pandemic began (Gender, Justice, and Security Hub), and one launched during the pandemic (Truth Commissions and Sexual Violence: African and Latin American Experiences). Drawing on center-periphery framework, we adopt an autoethnographic approach, to reflect on how the pandemic has not only reinforced existing structural and institutional asymmetries through reduced funding, professional uncertainty, and personal loss and insecurity but also added some new ethical concerns. This reality has tested both our capacity and commitment to work toward the decolonization of knowledge in the field. In making this argument, we seek to contribute to the discussion on research ethics and the politics of knowledge production and sharing in qualitative peace and conflict research.

Refining the narrative: An autoethnographic insight into academic identity construction and development in a Chinese doctoral student's journey in the United States

What seems to be overlooked in current higher education research is the perspective of individual doctoral students in applied linguistics and how they comprehend the academic training culture within U.S. neoliberal universities. Through an autoethnographic (AE) approach, this study investigated how I as a Chinese doctoral student experienced different stages of identity negotiation in my doctoral program. The findings, which integrated theories of academic identity, the third space, and neoliberalism, were primarily derived from my self-reflection data throughout the pandemic. The arguments center around the coexistence of multiple identities and an asynchronous process of identity construction, which were influenced and shaped by study-work balance, laissez-faire supervision, the digital third space, and the pressures from neoliberal norms. The study brings insights into theoretical models from an AE perspective and recommends that higher education stakeholders adopt a flexible approach to doctoral supervision and academic publishing. Autoethnography offered a first-person perspective for in-depth meaning-making, facilitating a comprehensive and nuanced understanding of one’s academic journey of becoming.

An Autoethnography of Teaching Drama to Student Teachers in Hong Kong

Schools in Hong Kong are encouraged to engage students in learning activities to strengthen moral and values education. The use of fairy tales in drama teaching—in this case, Mr. Fox—is an approach to learning that can present opportunities to positively engage students in a range of issues, such as moral and value education. The aim of this research was to enhance moral and values education by taking an autoethnographic approach to exploring my experiences of using and adapting a Western fairy tale with local student teachers learning to teach drama as part of their Master of Education degree at a university in Hong Kong. The use of various narrative genres to engage in the process of self-dialogue emerged as an important source for developing understandings of teaching and learning. Through this reflective process, I gained insights into my own teaching and the challenges and benefits of using fairy tales and structured drama in moral and value education. This research also revealed that fairy tales, as cultural treasures passed down through generations, may hold immense value as a resource for personal enjoyment, drama teaching, and academic exploration.

‘Hazing, booze and bedrooms’: an autoethnography of sexual trauma in a university residential college

ABSTRACT This autoethnographic essay, ‘Hazing, booze and bedrooms’, explores my personal experience of sexual trauma in a university residential college and its cultural significance. The essay is written at a time of urgency to address gendered violence within Australian universities, with the release of the National Plan to End Violence Against Women and Children 2022–2032 and The Commonwealth Consent Policy Framework. I use autoethnography to explore the trauma across one body and time, moving through the space of four bedrooms. Each bedroom represents a different aspect of the narrative: the autoethnographic approach to writing about sexual trauma, a summary of research on gender-based violence in Australian universities, and my own personal experiences in the residential college bedrooms she occupied in the early 1990s. The essay concludes by reflecting on the value of bearing autoethnographic witness to sexual trauma and questioning what might happen next regarding moves to eliminate practices of hazing and sexual violence in university residential colleges, and in a call to action, asks, ‘If not now, when?’

A Reflection of Shared Economy Practices in the Wuat Wa’i Tradition, East Manggarai, Indonesia

The objective of this research is to understand the practice of the shared economy and the concept of debt within the Wuat Wa’i culture of the Waling Village community in East Manggarai, using an autoethnographic approach. Data were collected through literature studies, observations, and interviews with 21 informants. The findings show that the shared economy practice has three main characteristics: (1) interactions through social processes, such as the habit of visiting at any time, (2) money as a resource, and (3) temporary access creating the concept of debt. This practice brings three positive benefits: (1) values such as reduced financial burdens, equal educational opportunities, and improved social status, (2) independence, with community members solving educational cost issues independently, and (3) improved quality of life through enhanced human resources and community welfare. The concept of debt refers to a moral obligation to repay without a set timeframe, influenced by the time value of money and individual economic conditions. This moral debt creates concerns about social exclusion if not reciprocated, leading to negative behaviors such as borrowing to assist, especially for anak wina, issues in economic priority setting, and the culture of early coffee harvesting called kopi ijon.