A Critical Auto/Ethnography of Learning Spanish

Stanley, Phiona

doi:10.4324/9781315708232

Cited by 9 publications

(15 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…For a year, Le-Ha and Azmi had six face-to-face in-depth interview sessions to discuss the above-mentioned topic. Alongside these sessions, Azmi also sent Le-Ha his journal entries which he crafted as his autoethnographic narratives and critical reflections, as guided by Le-Ha’s questions and her work on autoethnography (Phan, 2011) as well as by Reed-Danahey’s (2017) and Stanley’s (2017) writings on critical autoethnography. These authors see critical autoethnography as a methodology that moves beyond the insider/outsider divide and places personal experiences and narratives in complex social, cultural, and political contexts that require critical engagement and analyses.…”

Section: Setting the Scenementioning

confidence: 99%

The making and transforming of a transnational in dialog: Confronting dichotomous thinking in knowledge production, identity formation, and pedagogy

Hà

Mohamad

2020

Research in Comparative and International Education

View full text Add to dashboard Cite

This article, through autoethnographic narrative and reflection, in-depth interviews, and focus group discussions, explores how the transnational academic mobility experiences of a Muslim scholar of Islam based in Brunei may influence his identity, research, and teaching. It pinpoints how transnational academic mobilities could (re)produce, sustain and endorse East/West, local/global, and religious/secular dichotomies and binary thinking. Likewise, it shows that transnational academic mobilities often generate ambiguous and divided spaces concerning knowledge production, pedagogy, and identity formation. The article also maintains that contextualizing and engaging (with) the specificity and particularity of place and academic discipline are pivotal in studying transnational academic mobilities. Methodologically, it highlights the role of autoethnographic reflection in bringing out complex experiences and accounts that academics undergo but rarely acknowledge and conceptualize in scholarly work. Such accounts and experiences serve as reminders of the importance of humility, trust, ethics, and reflexivity in academia. Transnational academic mobilities, after all, must not be privileged.

show abstract

Section: Setting the Scenementioning

confidence: 99%

The making and transforming of a transnational in dialog: Confronting dichotomous thinking in knowledge production, identity formation, and pedagogy

Hà

Mohamad

2020

Research in Comparative and International Education

View full text Add to dashboard Cite

show abstract

“…Here is another: “Put your education to use by teaching at the Community Center! … support education [for] over 200 kids in need in the community” ( Kamalbe poster, shown in Stanley, 2017, p. 97 ). Other ads offer volunteer projects in coffee farms, kindergartens, and even a domestic violence shelter.…”

Section: Volunteersmentioning

confidence: 99%

“…I think, yeah, there’s just a lot of opportunities to start working on projects [here].…I think [local people] could [do the same] if they wanted to, yeah. (A participant—pseudonym “Amber”—cited by Stanley, 2017, p. 2 )…”

Section: Volunteersmentioning

confidence: 99%

“…It is also worth noting that this conceptual paper is not intended as an ethnography in its own right. Instead, it draws upon interpretive data already presented and analyzed in a book-length study ( Stanley, 2017 ) for the purpose of problematizing tensions and issues within activism . For this reason, a complete methodological account is not repeated here.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Problematizing “Activism”: Medical Volunteer Tourism in Central America, Local Resistance, and Academic Activism

Stanley

2020

International Review of Qualitative Research

Self Cite

View full text Add to dashboard Cite

This paper critically examines epistemological, ontological, and axiological tensions of activism in three related contexts. These are, first, (primarily medical) volunteer tourism ideologies and practices in Central America, including U.S.-American teenagers volunteering in medical centers where, entirely untrained, they do sutures and injections, deliver babies, and help with amputations. Second, the paper considers and critiques local norms (e.g., widespread homophobia) and materials (e.g., the use of short-handled agricultural hoes) that may be discursively constructed as resistance to western imperialism. Finally, the critique turns back on the researcher gaze itself, problematizing the notion of academic activism in spaces, like these, where criticality itself is an imported—arguably luxurious—folly. Local people, it is apparent, do not want convoluted theorizing or Western hand-wringing; they want proper medical care. The paper therefore considers the extent to which academic work in such spaces can call itself activism at all. Three years of ethnographic research inform the paper (2013–2015, predominantly in Guatemala and Nicaragua), including hundreds of hours of interviews and participant observational fieldwork, in Spanish and English, with local stakeholders (e.g., teachers and homestay hosts) and Western volunteer tourists. The paper is theorized with reference to postcolonial theory, critical medical ethics, and liberation theology.

show abstract

“…Given there is a clear disjuncture between what has been written about these topics and my own experiences, in this paper I will explore why this is the case by employing autoethnography or autoethnographic narrative (Phan, 2011; Luke, 2018; Stanley, 2016) to bring this dissonance into focus. Although there are undoubtedly countless factors that have influenced how I have experienced my career in Asian Studies, in this paper I will attempt to highlight the role that mobility has played not only in my career, but in the careers of some of the scholars who have written about the crisis in Asian Studies, and in the lives of young people today who are choosing not to pursue the study of Asia at all.…”

Section: Introductionmentioning

confidence: 99%

The decline of Asian Studies in the West and the rise of knowledge production in Asia: An autoethnographic reflection on mobility, knowledge production, and academic discourses

Kelley

2020

Research in Comparative and International Education

View full text Add to dashboard Cite

In recent years, the discipline of Asian Studies has struggled to adapt to a changing world and has seen a decline in student interest. A discourse about this issue has emerged that attributes this “crisis” in Asian Studies to various supposed faults in its forms of knowledge production, and that looks with hope to Asia for new forms of knowledge about the region. This paper takes issue with this discourse by employing an autoethnographic narrative to examine the ways in which mobility has affected the discipline of Asian Studies. It traces a path, followed by this author and many others, from an affective fascination with a foreign society to the professional production of knowledge. It then examines how this professional knowledge production has transformed under the influence of different forms of mobility (state-sponsored, private, and global digital), transformations that have led to the current “crisis” in Asian Studies.

show abstract

A Critical Auto/Ethnography of Learning Spanish

Cited by 9 publications

References 0 publications

The making and transforming of a transnational in dialog: Confronting dichotomous thinking in knowledge production, identity formation, and pedagogy

The making and transforming of a transnational in dialog: Confronting dichotomous thinking in knowledge production, identity formation, and pedagogy

Problematizing “Activism”: Medical Volunteer Tourism in Central America, Local Resistance, and Academic Activism

The decline of Asian Studies in the West and the rise of knowledge production in Asia: An autoethnographic reflection on mobility, knowledge production, and academic discourses

Contact Info

Product

Resources

About