Beyond the Story Itself: Narrative Inquiry and Autoethnography in Intercultural Research in Higher Education

Trahar, Sheila

doi:10.17169/fqs-10.1.1218

Cited by 52 publications

(14 citation statements)

References 40 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The questions related to both the conceptual and methodological nature of internationalisation, international collaborations, competitive and administrative logistics. The interviews aimed to generate narratives that were "exploratory, open-ended conversations, prioritising holistic understanding situated in lived experiences" (Trahar, 2009). The interviews were transcribed and verified by at least two project team members.…”

Section: Me Thodolog Ic Al Approachmentioning

confidence: 99%

World‐class universities and the Soviet legacies of administration: Integrity dilemmas in Russian higher education

Oleksiyenko

2021

Higher Education Quarterly

View full text Add to dashboard Cite

This paper explores integrity dilemmas experienced by Russian academics in the context of building a world‐class university. Interviews with professors and managers of major research universities in Moscow provide critical insights into the organisational and attitudinal incongruities generated by a coercive state—a challenge that Russia has been unable to rise above following the collapse of the Soviet Union. Scepticism as to the “master model” of competitive performance is evident in relation to the Russian 5‐100‐2020 excellence scheme, the overseers of which prioritise “reputation management” over integrity in governance and performance. In addition to exposing the consequences of deficient institutional autonomy, which prevail in the context of a post‐totalitarian society, this paper calls for enhanced critical inquiry into university excellence programmes imposed by performativist and vanity‐driven governments.

show abstract

Section: Me Thodolog Ic Al Approachmentioning

confidence: 99%

World‐class universities and the Soviet legacies of administration: Integrity dilemmas in Russian higher education

Oleksiyenko

2021

Higher Education Quarterly

View full text Add to dashboard Cite

show abstract

“…Living autoethnography provides a window through which the internal world of the parent can be interpreted and understood [31]. As parent, I was well positioned to conduct this research, which involved focusing on intimate details of first-hand accounts as well as relying on (auto) biographical accounts examining how human subjects constitute themselves through narrative [32,33]. Searching for new ways of knowing, I had an awareness of parenting adaptations, contradictions and resources created and used to meet the challenges of disability parenting.…”

Section: Methodsmentioning

confidence: 99%

Parents as Nomads: Journeys, In-Betweenness and Identity

Twomey

2022

Education Sciences

View full text Add to dashboard Cite

When considering the parent voice as an individual subjective reality, it is observed as unique to the parent and not shared by others. This research sought to explore if parent voices could constitute intersubjective realities; inviting narratives from parents and professionals that may reveal a shared existence. The first theme explored the journeys of the parent as a nomad in their search for services to support their children. The second theme describes the position of the parent during the period of their child’s assessment, diagnosis and intervention, as that of ‘in-betweenness’. The third theme describes parents’ experiences as those of journeys, during which their identities change. Qualitative, in-depth, longitudinal case studies were undertaken with parents of young children with ASD and professionals over eighteen months. Semi-structured interviews (n-83) were conducted. Autoethnography was critical as a methodological tenet in defense of a position that states that research is an extension of our lives. The findings of this research show evidence of parental isolation and marginalization when procuring services for their children or when children failed to experience inclusion. This research suggests that nomads navigate (difficult) ways of forming new multiple selves and identities.

show abstract

“…Although autoethnography achieves the cultural understanding underlying autobiographical experiences by undergoing similar qualitative research processes which entails data collection, analysis, interpretation and writing (Chang, 2016b ), it is distinguished from other qualitative research methods such as narrative inquiry and life history research. Narrative inquiry collects various forms of narratives (verbal, writings, visual data) from participants to gain insight into the complexity of human life (Trahar, 2009 ). The difference is that autoethnography explores narratives from the self, but narrative inquiry only focuses on retelling stories from other participants (Park et al, 2010 ).…”

Section: Methodsmentioning

confidence: 99%

Autoethnography of a Novice Teacher’s Assessment Literacy in Elementary Physical Education

Kim¹,

Lee

2021

International Journal of Qualitative Studies on Health and Well

View full text Add to dashboard Cite

Purpose : The purpose of this study was to examine how a novice teacher (researcher) has developed his assessment literacy in elementary physical education (PE), and thereby investigating what cultural, micropolitical and sociological factors have impacted on his enactment of assessment literacy. Method : Adopting autoethnography, this study investigated theresearcher as a subject and an object of research in the pursuit of extending the personal to the social. The 4 years of narrative data collected from the researcher’s reflective journals, self-recalling, and artefacts on PE assessment were analysed using structural narrative analysis and reiterative process. Findings and discussion : The findings revealed that thenovice teacher developed his assessment literacy in a chronological order: (a) assessment illiterate, (b) assessment literate, and (c) assessment aliterate. The cultural, micropolitical and sociological factors that have impacted on the teachers’ enactment of assessment literacy were discussed: (a) rampant complacency in elementary teaching culture: a bad judge or a good bystander?, (b) uniform culture of grade-level teams, and (c) distorted PE professionalism focusing on “hows”, not “whys”. Conclusion : The novice teacher’s enactment of assessment literacy in elementary PE was not only related to himself but also to the school culture, grade level team, and PE professionalism where he belonged.

show abstract

Beyond the Story Itself: Narrative Inquiry and Autoethnography in Intercultural Research in Higher Education

Cited by 52 publications

References 40 publications

World‐class universities and the Soviet legacies of administration: Integrity dilemmas in Russian higher education

World‐class universities and the Soviet legacies of administration: Integrity dilemmas in Russian higher education

Parents as Nomads: Journeys, In-Betweenness and Identity

Autoethnography of a Novice Teacher’s Assessment Literacy in Elementary Physical Education

Contact Info

Product

Resources

About