A Collaborative Autoethnographic Search for Authenticity Amidst the "Fake Real"

Walker, Trenia L.; Taylor, Colette M.

doi:10.46743/2160-3715/2014.1214

Cited by 5 publications

(3 citation statements)

References 17 publications

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“…We realized that illustrating our journey so far and how it led us to develop our module, what has been working, and what has been challenging was what we wanted to share, embracing the value of authenticity. Authenticity has been explained in relation to the individual personal identity and one's ability to become true to themselves inspired by their lived experiences (Walker & Taylor, 2014). With Collaborative Autoethnography (CAE), we could fulfil our needs.…”

Section: Methodsmentioning

confidence: 99%

Emotional Intelligence Training for Organizational Leadership: Experiences of Developing and Facilitating the Emotional Intelligence Module in Nepal

Shrestha,

Satyal,

Jha

et al. 2023

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In this article, we present the development of a module for Emotional Intelligence to foster organizational leadership in Nepal through the use of Collaborative Autoethnography (CA), a qualitative research method. The authors use their personal experiences related to the development of the module, its facilitation, and its impact when implemented in one of the organizations in Nepal to share their personal journey and the lessons learned. The reflections illustrate how participation in an EI module helped the organization gain insights into its leadership approach. The article also demonstrates how reflecting on the experiences helps both the facilitators and the participants draw tangible lessons associated with the content, to further improve their practice.

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Section: Methodsmentioning

confidence: 99%

Emotional Intelligence Training for Organizational Leadership: Experiences of Developing and Facilitating the Emotional Intelligence Module in Nepal

Shrestha,

Satyal,

Jha

et al. 2023

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“…Their project seeks to answer, "How do we learn to understand, analyze, and address complicated global problems while working with highly diverse groups of people and perspectives?" Within a collaborative autoethnography, the researchers acknowledge their positionality by reflecting on their own experiences as they relate to capacity building as teachers -both individually and collectively in a transnational virtual exchange (Walker & Taylor, 2014). Three of the instructors have taught the virtual exchange course together for three years, and the four instructors have taught the course together for two years.…”

Section: Sample and Positionalitymentioning

confidence: 99%

Faculty Perceptions of Building Collaborative Teaching Capacities within a Transnational Virtual Exchange

Weaver

Hiltebrand

Ngai

et al. 2022

jis

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The 2019/2020 academic year brought historic opportunities for faculty to manage virtual exchanges (O’Dowd, 2021), yet limited research exists on how teachers develop their capacity within these programs. As educators collaborating on a transnational virtual exchange, we aim to investigate the process that teachers go through as they co-develop and collaborate in a transnational virtual exchange from our experiences and perceptions. We ask: To what extent do previous lived experiences mediate the process of teacher capacity building in a transnational virtual, collaborative exchange? This collaborative qualitative autoethnography case study explores our experiences as four instructors from the United States and Hong Kong, reflecting our experiences as they relate to teacher capacity building in transnational virtual exchange. The data suggests that previously lived international experiences assisted the instructors in capacity building within a virtual exchange and brought into question the role of cultural humility.

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“…In literature, authenticity is considered as an ambiguous concept (Burks & Robbins, 2011;Medlock, 2012), and the boundary between authenticity and inauthenticity is highly complex because of the predominance of white middle-class western values (Walker & Taylor, 2014) which may limit any authenticity research. The most important reason for this confusion is the complex nature of the self and the lack of consensus in the literature regarding the self (Gülerce, 2014;McConnell, 2011).…”

Section: The Current Studymentioning

confidence: 99%

Özgünlük ile Olumlu Mizah Kullanımı İlişkisinde Bilişsel Esneklik ve Psikolojik Kırılganlığın Aracılığı

Sarıçalı

Türküm

2021

Türk Psikolojik Danışma Ve Rehberlik Dergisi

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In the literature, authenticity is stressed as one of the main sources of well-being. At the same time, authenticity is considered as crucial for functional therapeutic outcomes in many counseling approaches and therapeutic relationships. However, although authenticity is considered as an inherent determinant of well-being and therapeutic functioning, there are hardly any studies to explain authenticity. Therefore, the goal of the current study is to examine the mediating roles of cognitive flexibility and psychological vulnerability in the relationship between positive humor use and authenticity amongst undergraduate participants. In the study, data were collected from 660 participants through the Short Form of Authenticity Inventory, Cognitive Flexibility Inventory, Psychological Vulnerability Scale, Humor Styles Questionnaire and a personal information sheet. In the analysis of the data, a bootstrapping-based multi-mediation test was used. According to the results of the mediation test, partial mediation model was confirmed. In other words, it was revealed that the use of positive humor predicts authenticity both directly and indirectly through cognitive flexibility and psychological vulnerability. Findings were integrated and discussed within the framework of the relevant literature, and recommendations were offered.

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A Collaborative Autoethnographic Search for Authenticity Amidst the "Fake Real"

Cited by 5 publications

References 17 publications

Emotional Intelligence Training for Organizational Leadership: Experiences of Developing and Facilitating the Emotional Intelligence Module in Nepal

Emotional Intelligence Training for Organizational Leadership: Experiences of Developing and Facilitating the Emotional Intelligence Module in Nepal

Faculty Perceptions of Building Collaborative Teaching Capacities within a Transnational Virtual Exchange

Özgünlük ile Olumlu Mizah Kullanımı İlişkisinde Bilişsel Esneklik ve Psikolojik Kırılganlığın Aracılığı

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