Collaborative Autoethnography as Multivocal, Relational, and Democratic Research: Opportunities, Challenges, and Aspirations

Hernandez, Kathy-Ann C.; Chang, Heewon; Ngunjiri, Faith Wambura

doi:10.1080/08989575.2017.1288892

Cited by 131 publications

(82 citation statements)

References 4 publications

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“…Self-reflection: "turning our sociological eyes on our own lives" CAE has its methodological and theoretical genesis in autoethnographic research, so we will first provide a brief overview of autoethnography (AE) and discuss the potential of selfreflection. AE is a qualitative research method where the researchers use autoethnographic data to gain an insightful and rigorous understanding of their socio-cultural experiences and issues (Ellis et al, 2011;Hernandez et al, 2017). AE is not merely a retelling of personal narratives; instead, it involves carefully organized research design and systematically collected and analyzed data.…”

Section: Doing Qualitative Research During the Pandemicmentioning

confidence: 99%

Collaborative autoethnography: “self-reflection” as a timely alternative research approach during the global pandemic

Roy

Uekusa

2020

QRJ

154

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PurposeThe authors’ aim in this commentary is to critically assess the potential benefits and limitations of collaborative autoethnography (CAE) as a research tool to be used by qualitative researchers during this unprecedented, methodologically challenging time when physical isolation and distancing are the best strategies to prevent spread of the virus.Design/methodology/approachThe authors probe into the potential of collaborative reflection on self-narrative as an alternative and perhaps timely research approach.FindingsThe COVID-19 pandemic has altered our experiences of conventional teaching, learning and research. It is a scholarly challenging time, particularly for qualitative researchers in the social sciences whose research involves data collection methods that require face-to-face human interactions. Due to the worldwide lockdowns, self-isolation and social distancing, qualitative researchers are encountering methodological difficulties in continuing with their empirical fieldwork. In such circumstances, researchers are exploring alternative methodological approaches, taking advantage of telecommunication and digital tools for remote data collection. However, the authors argue that qualitative researchers should consider utilizing self-narratives of their experiences during the pandemic as a rich source of qualitative data for further delving into the socioeconomic, political and cultural impacts of the pandemic.Originality/valueThe authors’ focus might be secondary in the minds of many social scientists who are directly contributing to our understanding of how the pandemic has upended communities. However, despite some limitations and ethical concerns, we urge qualitative researchers to embrace the potentials of CAE to study society, especially, but not only, in this unprecedented time.

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Section: Doing Qualitative Research During the Pandemicmentioning

confidence: 99%

Collaborative autoethnography: “self-reflection” as a timely alternative research approach during the global pandemic

Roy

Uekusa

2020

QRJ

154

View full text Add to dashboard Cite

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“…In this study, the researcher aims to produce a reconstruction of participants' understandings and meaning they make out of their experiences (Denzin & Lincoln, 2000). This research encompasses multivocality and inter-subjectivity in a dialogical process, which enables self-reflexivity into individual narratives and co-constructs meaning, brining self-narratives of educators together towards a common experience (Hernandez et al, 2017). In this study, multivocality represents dialogical encounters between researcher and the narrative voices of educators culminating into inter-subjective interactions; hence, story version of the events for the teacher in this study has been recreated into narratives of lived experiences (Craig, 2001).…”

Section: Methodsmentioning

confidence: 99%

“…Moreover, this study aims to create possibilities for collective auto-ethnography research that ensemble both personal and collective, besides solo-performances of auto-ethnographic study (Hernandez et al, 2017). Hence, this paper flashes out yet another direction for transformative research as a collaborative musical improvisation as an ensemble between researcher and participants.…”

mentioning

confidence: 99%

Holistic orientation in education: Transformative art of including, connecting and balancing

Ojha¹

2020

Journal of Transformative Praxis

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This study explores holistic orientation in education reflecting on practice-based accounts of educators with emerging pedagogical insights and implication conceptualized within transformative learning theory. Similarly, this study explores holistic orientation in education with a reflective praxis that advances collaborative self-narrative research incorporating personal reflections of educators seeking to nurture transformed ways of including, connecting and balancing in their pedagogical practices. In this study, educators with holistic orientations place emphasis on inner lives, balance, exploring dynamics of interconnections, trustful and authentic relationships, dialogues, concern and care as transformative initiatives in their pedagogical practices. Based on the guiding metaphor that what you see depends upon how you look, this article offers both descriptive and reflective insights into pedagogical reflections of educators that exemplify holistic orientations as a practical implication for transformative learning. The findings of this article indicate holistic orientations in education as a resonance educators experience and explore between why they teach and how they teach. More importantly, together with further implications for transformative research and education policy, this study aims to recreate possibilities for transforming educational practices with transformed ways of being, balancing, and relating of educators.

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“…They described the process as iterative with self-reflexivity with the result having a unique harmony and synergy that individual autoethnographic approaches lack (Chang et al, 2014). Hernandez, Chang, and Ngunjiri (2017) specified that collaborative autoethnography had gained greater acceptance as evident by increased publications in a variety of scholarly journals because researchers have the potential to provide authentic and rigorous studies with a level of personal depth that cannot be matched by other research methodologies.…”

Section: Data Collectionmentioning

confidence: 99%

Perceptions of Leadership Identification: A Collective Autoethnographical Study

Parfitt¹,

Romano

Hudzina

et al. 2020

VoR

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Through a collaborative autoethnographic approach, a former principal, current principal, current assistant principal, and aspiring principal recount their experiences pertaining to identification of leadership talent. As identified through previous research, proper identification or talent is the first major component to quality succession planning. Data were collected through individual reflections and group discussions and triangulated to published documents from the school district. Positive and negative aspects were identified, including personal experiences and perceptions of district-wide initiatives. Divergent viewpoints were most notable among levels of experience. The former principal focused on systems aspects, the current principals concentrated on aspects that affected them directly or in which they had influence. The aspiring principal addressed the issues from the point of view of a teacher who had limited exposure to several aspects. Limitations and potential biases were acknowledged and recommendations for future research were provided, including expansion as a case study or phenomenology.

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Collaborative Autoethnography as Multivocal, Relational, and Democratic Research: Opportunities, Challenges, and Aspirations

Cited by 131 publications

References 4 publications

Collaborative autoethnography: “self-reflection” as a timely alternative research approach during the global pandemic

Collaborative autoethnography: “self-reflection” as a timely alternative research approach during the global pandemic

Holistic orientation in education: Transformative art of including, connecting and balancing

Perceptions of Leadership Identification: A Collective Autoethnographical Study

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