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Academic Autoethnographies
Inside Teaching in Higher Education
Academic Autoethnographies: Inside Teaching in Higher Education invites readers to experience autoethnography as a challenging, complex, and creative research methodology that can produce personally, professionally, and socially useful understandings of teaching and researching in higher education. The peer-reviewed chapters offer innovative and perspicacious explorations of interrelationships between personal autobiographies, lived educational experiences, and wider social and cultural concerns, across diverse disciplines and university contexts. This edited book is distinctive within the existing body of autoethnographic scholarship in that the original research presented has been done in relation to predominantly South African university settings. This research is complemented by contributions from Canadian and Swedish scholars. The sociocultural, educational, and methodological insights communicated in this book will be valuable for specialists in the field of higher education and to those in other academic domains who are interested in self-reflexive, transformative, and creative research methodologies and methods.
"I recommend this text to all researchers who are exploring the implications of asking, researching, and answering quesitons of the kind, "How do I improve what I am doing?" in generating their living-educational-theory and contributing to Living Theory research." â Jack Whitehead, in: Educational Journal of Living Theories (2016)
"Valuable for educators implementing autoethnography using visual art (poems, exhibits, storyboards, photography, family history, and so forth). The book accomplishes much in the short space of thirteen well-structured chapters. It is an important resource for those seeking to use autoethnography to improve their teaching." â Reflective Teaching, Wabash Center
"Illuminates how autoethnography can engage authors and researchers from varied epistemological backgrounds in a reflexive multilogue about who they are and what they do. The creative representations of the lived experience of doing autoethnography sets the book apart both methodologically and theoretically, revealing how rigor and critical distance can serve to position autoethnography not only as a personal self-development tool but a tradition and method in its own right." âHyleen Mariaye, Associate Professor, Mauritius Institute of Education, Mauritius
"This compelling book foregrounds autoethnography as an innovative and creative research methodology to generate reflexive sociological understandings of teaching and researching across disciplines in higher education. Rich, evocative and authentic accounts reveal unique possibilities for the transformation of teaching, learning and research at personal, professional and socio-cultural levels." âNithi Muthukrishna, Professor Emerita, University of KwaZulu-Natal, South Africa
"Valuable for educators implementing autoethnography using visual art (poems, exhibits, storyboards, photography, family history, and so forth). The book accomplishes much in the short space of thirteen well-structured chapters. It is an important resource for those seeking to use autoethnography to improve their teaching." â Reflective Teaching, Wabash Center
"Illuminates how autoethnography can engage authors and researchers from varied epistemological backgrounds in a reflexive multilogue about who they are and what they do. The creative representations of the lived experience of doing autoethnography sets the book apart both methodologically and theoretically, revealing how rigor and critical distance can serve to position autoethnography not only as a personal self-development tool but a tradition and method in its own right." âHyleen Mariaye, Associate Professor, Mauritius Institute of Education, Mauritius
"This compelling book foregrounds autoethnography as an innovative and creative research methodology to generate reflexive sociological understandings of teaching and researching across disciplines in higher education. Rich, evocative and authentic accounts reveal unique possibilities for the transformation of teaching, learning and research at personal, professional and socio-cultural levels." âNithi Muthukrishna, Professor Emerita, University of KwaZulu-Natal, South Africa
Educational Researchers and their students.