Autoethnography as Feminist Self-Interview

Crawley, Sara L.

doi:10.4135/9781452218403.n10

Cited by 39 publications

(39 citation statements)

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“…. 86 The need to strengthen the professional aspects resonated with Crawley, whose own undergraduate and graduate studies was at MIT in the 1970 s when engineering science and practice still overlapped, Then the young faculty members -let's say below the age of fifty -were all modern, engineering scientist types, while the older ones still had some roots in practice. [If we pull out the old files from one of their tenure cases, it contains] about six or eight letters from the chief of structures of every American airplane company -like Boeing, Lockheed, Martin -saying basically that he is the best aerospace structural engineer in the country.…”

Section: Conceiving the Ideamentioning

confidence: 99%

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Academic and Professional Values in Engineering Education: Engaging with History to Explore a Persistent Tension

Edström

2018

Engineering Studies

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The tension between academic and professional aims of engineering education is a remarkably consistent challenge facing engineering educators. Here, some historical roots of this issue are traced through the life and work of Carl Richard Söderberg (1895-1979), who emigrated from Sweden to the US for an illustrious industrial and academic career. While Söderberg was a proponent for a more science-based curriculum, his rationale was related to solving real professional problems, and he would come to criticise the distancing of engineering education from engineering practice. Söderberg's views are compared to a present-day reform concept for engineering education, the CDIO approach, founded by MIT and three Swedish universities. The similarities show the persistence of the issue, as many of Söderberg's ideals, arguments, and proposed strategies are fully recognisable in the current discussion. Further, Söderberg and CDIO share the ideal of mutually supporting professional and disciplinary preparation, implying that the tension should not be a zero-sum game. The paths to this ideal were different, however, as Söderberg wanted to integrate theoretical aspects to improve an overly practical education, while CDIO is about improving an overly theoretical education by integrating also other necessary professional aspects.

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Section: Conceiving the Ideamentioning

confidence: 99%

“…There were still enough of them around, who you could talk to about designing aeroplanes, building things, building circuits and so forth. 87 By the 1990s, the old guard had long ago retired, engineering science had replaced engineering practice as the dominant culture, and education had become distanced from professional practice.…”

Section: Conceiving the Ideamentioning

confidence: 99%

Academic and Professional Values in Engineering Education: Engaging with History to Explore a Persistent Tension

Edström

2018

Engineering Studies

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“…Although this situation happened more than a decade ago, the fear an instructor might have about students and administrators is still applicable. In 2010, at the same university with the same president, some community members voiced concerns about a course on queer theory (Danielson, 2010), taught by Sara Crawley, a prominent critical autoethnographer (e.g., Crawley, 2002Crawley, , 2012. I think about the recent "liberal watch list" for professors who do critical research and espouse critical ideas (Mele, 2016), and I worry about the policing that could happen because of the list, from states decreasing funds for public education to administrators and politicians scouring course content.…”

Section: Good Overviews and Examples Of Critical Autoethnography Includementioning

confidence: 99%

Critical Autoethnography, Education, and a Call for Forgiveness

Adams

2017

IJME

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If critical autoethnographers identify and attempt to remedy personal/cultural offenses, then they should also discuss how to live with individualsthemselves included-who have been complicit in and/or committed these offenses. One way critical autoethnographers can do so is through the concept of forgiveness. In this article, I first describe characteristics of forgiveness and establish relationships between forgiveness and critical autoethnography. I then offer three brief critical autoethnographies, each of which illustrates offenses I have experienced in educational contexts.

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“…Autoethnography in qualitative research has been considered as a part of self-interview (Crawley, 2012). Likewise, Boufoy-Bastick (2004) discussed auto-interviewing as a tool for conceptualizing one"s worldview in relation to the research problem.…”

Section: An Interview With Myselfmentioning

confidence: 99%

Beliefs about Teaching Geometric Transformations with Geometers' Sketchpad: A Reflexive Abstraction

Belbase

2013

Journal of Education and Research

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A teacher"s belief plays a significant role in the quality of teaching mathematics. In a fictive way, I changed my role from a researcher to a research participant in an imaginative interview. My interior other (David) interviewed me as a researcher. A single interview session was held lasting for about three hours. The interview text was used for the analysis and interpretation using the grounded theory method. I invented a substantive theory of my beliefs about teaching geometric transformations with Geometer"s Sketchpad. The theory is "reflexive abstraction of my beliefs about teaching Geometric Transformations with Geometer"s Sketchpad" as a personal theory characterized by some basic categories of -beliefs about the advancement of pedagogy, beliefs about pedagogical environment, beliefs about the role of students" and teacher, beliefs about self as a future teacher, beliefs about teaching learning activities, and beliefs about transitions in teaching learning. I reconstructed a synthesis of the characteristics of these beliefs. While constructing these layers of interpretive accounts, I used radical constructivist grounded theory as a theoretical base.

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Autoethnography as Feminist Self-Interview

Cited by 39 publications

References 0 publications

Academic and Professional Values in Engineering Education: Engaging with History to Explore a Persistent Tension

Academic and Professional Values in Engineering Education: Engaging with History to Explore a Persistent Tension

Critical Autoethnography, Education, and a Call for Forgiveness

Beliefs about Teaching Geometric Transformations with Geometers' Sketchpad: A Reflexive Abstraction

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