The Routledge International Handbook of Autoethnography in Educational Research

Herausgeber: Mulligan, Deborah L.; Danaher, Patrick Alan; Anteliz, Emilio A.

• Gebundenes Buch

Produktbeschreibung

The Routledge International Handbook of Autoethnography in Educational Research presents diverse and rigorous contemporary research at the intersection between autoethnography and educational research.

Produktdetails

• Routledge International Handbooks
• Verlag: Taylor & Francis Ltd
• Seitenzahl: 350
• Erscheinungstermin: 10. November 2022
• Englisch
• Abmessung: 252mm x 181mm x 26mm
• Gewicht: 776g
• ISBN-13: 9781032119922
• ISBN-10: 1032119926
• Artikelnr.: 64105319

Autorenporträt

Emilio A. Anteliz is a hydrometeorological engineer, with extensive experience at the Central University of Venezuela in managing projects, and in designing and delivering professional development and extension learning courses for practising engineers and professionals in related fields. He is also interested in lifelong and informal learning and environmental consciousness. Deborah L. Mulligan is an Honorary Postdoctoral Researcher at the University of Southern Queensland, Australia. Her research interests include gerontology, where she has published and presented widely on older men and suicide ideation. Deborah has a strong interest in community capacity building through examining psychosocial groups targeted at marginalised cohorts. Patrick Alan Danaher is Professor (Educational Research) at the University of Southern Queensland, Australia. In addition, he is an Adjunct Professor at Central Queensland University, and at James Cook University, both in Australia, and he is also Docent in Social Justice and Education at the University of Helsinki, Finland.

Inhaltsangabe

1. Pedagogies, Positionality and Power: Maximising the Mutual Meanings of
Autoethnography and Educational Research; Section 1: Enhancing Teaching and
Teacher Education with Autoethnography: Introduction 2. Illuminating the
Epiphany: Reflecting on Disability and Inclusion in Education 3. Five Years
After: Constructing a Robust Teacher Identity through Autoethnography as
Professional Development 4. Uncovering Buried Treasure: Digging Deep to
Decolonise Research and Teaching Practice in Aotearoa New Zealand 5.
Evolving Teacher Education Practice through Collaborative Arts-Based
Autoethnography 6. Teacher Identity: The Potential of Autoethnographic
Research for Restoration, Renewal and Retention; Section 2: Enlarging
Doctoral Study and Supervision with Autoethnography: Introduction 7.
Effective Autoethnographic Exploration to Enhance an Educational Doctoral
Researcher's Self-Efficacy: Journey to Becoming a Researcher 8. Visual
Autoethnographic Analysis for Case Study Understanding 9. The Strengths and
Applications of Collaborative Autoethnography and Phenomenography through
Methodological Fusion in Educational Research 10. Conversations with My
Dog: Anthropomorphising Self-Narrative as a Researcher's Autoethnographic
Tool When Writing Her Thesis and Conducting Grief Work 11. An
Autoethnographic Analysis of Mental Health (PTSD) Recovery, Empowerment and
Activism through University Education 12. A Comparative Autoethnographic
Lens on the Doctorate as Told by a Supervisor and a Doctoral Candidate 13.
An Autoethnographic Exploration of Hybrid Identities within Education 14.
Slipping and Sliding: Autoethnographic Reflections on Supervising,
Examining and Evaluating Autoethnography; Section 3: Conducting Identity
Work and Relationship-Building via Autoethnography: Introduction 15. This
is Sweet but Uncomfortable: An Autoethnography of Being African in American
Classrooms 16. Susurrations of a Swansong: Autoethnographic Sense-Making by
an Australian Professor of Education Working on Identity Shift and
Relationship Reshaping 17. Voicing My Writing, Writing My Voice:
Autoethnography as a Way to Explore and (Re)Think My Personal and Academic
Self 18. The Formation of an Identity in a Multicultural Household: An
Autoethnography 19. Self, Reflexivity and the Crisis of "Outsidedness": A
Dialogical Approach to Critical Autoethnography in Education? 20. Looking
Beyond the Gaze: A Reflective Faculty Learning Experience 21. Practical
Identities as Sources for Exploration: Autoethnography as Critical
Reflection 22. The Triple Nexus between Identity Work and
Relationship-Building: A Collaborative Autoethnography about University
Continuing Education Programs for Venezuelan Engineers; Section 4:
Promoting Social Justice through Autoethnography: Introduction 23.
Co-Constructing Testimonios: Critical Narratives of Latinx Student College
Success 24. Revealing Racism is Ugly and Uncomfortable: A White Teacher's
Autoethnography 25. Autoethnography as Activism: Social Media, Influence
and Community Building 26. Decolonising Feminism in Class: An
Autoethnography of a Bangladeshi Feminist Woman 27. They Have Lessons to
Teach Me: Critical Reflection and Autoethnography in an Australian Adult
Migrant English Program 28. Kaupapa M¿ori Autoethnography 29. Identifying
Implications and Issues: Selected Lessons Learned from Intersecting
Autoethnography and Educational Research