Critical Co-Constructed Autoethnography

Cann, Colette N.; DeMeulenaere, Eric

doi:10.1177/1532708611435214

Cited by 57 publications

(44 citation statements)

References 13 publications

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“…This "article" (if that is what you will call it) is a telling of experiences-my own, and of others' shared with permission-a form of collective autoethnography, complete with the methodological/ethical challenges inherent in the form (Cann & DeMeulenaere, 2012;Lapadat, 2017). It is a particular type of truth-telling.…”

Section: A Note On Ontology/epistemology/methodologymentioning

confidence: 99%

Civility and Structural Precarity for Faculty of Color in LIS

Gibson

2019

Journal of Education for Library and Information Science

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Previous studies have established particular patterns of inequity, micro, and macro-aggressions that affect faculty of color at U.S. universities. This article provides an autoethnographic perspective on the experiences of women of color in LIS. It focuses specifically on the ways that prioritizing comfort and civility over equity and justice can create structural precarity-precarity that is built into academic systems of reward and punishment-for female faculty of color. The article also gives brief suggestions for resolving this issue.

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Section: A Note On Ontology/epistemology/methodologymentioning

confidence: 99%

Civility and Structural Precarity for Faculty of Color in LIS

Gibson

2019

Journal of Education for Library and Information Science

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“…Cann & DeMeulenaere, ; Lapadat, ; Sambrook, Stewart, & Roberts, ), this integration is a dynamic, reflexive and dialogical process based on and contributing to the skills of the participants. In this way, shared knowledge and insights and a deeper understanding of the relational experience are created (Cann & DeMeulenaere, ; Ellis et al, ), and outsiders are invited into the subjective world of the narrators (Ellis, ).…”

Section: Methodsmentioning

confidence: 99%

“…Cann & DeMeulenaere, 2012;Lapadat, 2009;Sambrook, Stewart, & Roberts, 2008), this integration is a dynamic, reflexive and dialogical process based on and contributing to the skills of the participants. In this way, shared knowledge and insights and a deeper understanding of the relational experience are created (Cann & DeMeulenaere, 2012;Ellis et al, 2010), and outsiders are invited into the subjective world of the narrators (Ellis, 2004). In this study, the sharing of personal stories and the co-construction of a shared narrative took place, 18 months after the mentoring relationship had ended, based on data collected during the mentoring relationship (see Table 2).…”

Section: Data Collection and Analysismentioning

confidence: 99%

Mentoring with(in) care: A co-constructed auto-ethnography of mutual learning

et al. 2015

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Summary Research into workplace mentoring is principally focussed on predictors and psychosocial and instrumental outcomes, while there is scarcely any in‐depth research into relational characteristics, outcomes and processes. This article aims to illustrate these relational aspects. It reports a co‐constructed auto‐ethnography of a dyadic mentoring relationship as experienced by mentor and protégé. The co‐constructed narrative illustrates that attentiveness towards each other and a caring attitude, alongside learning‐focussed values, promote a high‐quality mentoring relationship. This relationship is characterised, among other things, by person centredness, care, trust and mutual influence, thereby offering a situation in which mutual learning and growth can occur. Learning develops through and in relation and is enhanced when both planned and unplanned learning takes place. In addition, the narrative makes clear that learning and growth of both those involved are intertwined and interdependent and that mutual learning and growth enrich and strengthen the relationship. It is concluded that the narrative illustrates a number of complex relational processes that are difficult to elucidate in quantitative studies and theoretical constructs. It offers deeper insight into the initiation and improvement of high‐quality mentoring relationships and emphasises the importance of further research into relational processes in mentoring relationships. Copyright © 2015 John Wiley & Sons, Ltd.

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“…Conversing by telephone, driving to research meetings, or attending writing workshops all give unique and often personal perspectives on doing research (Adams and Jones, 2011;Cann and DeMeulenaere, 2012;Gale et al, 2012). 'Warts-and-all' approaches to research and the collaborative nature of writing present an opportunity to pause and think and then to reflect on what is being done and how (MacCormack, 2001).…”

Section: Introductionmentioning

confidence: 99%

Carnivalesque collaborations: reflections on ‘doing’ multi-disciplinary research

Spiller

Ball

Daniel

et al. 2014

Qualitative Research

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Many funding bodies emphasise the advantages of using multi-disciplinary approaches; in response, in this paper we consider our reflections on doing such a project. We contribute to the multidisciplinary literature by considering the standardizing effect of collaboration on multifarious research approaches. We argue that greater attention should be paid to 'doing' qualitative multidisciplinary research. We find that elements of 'letting go' and 'coming together' are important when new perspectives and knowledge are engaged. Therefore, we call for clarity on the multidisciplinary approaches and discuss how we came to understand the collaborative processes of researching, thinking, and writing. The paper begins with vignettes about our ontological journeys during the research project. In developing our argument, we consider the retrospective and reflexive qualities expressed in our vignettes and examine how our collaborative theorizing shaped the research project.

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Critical Co-Constructed Autoethnography

Cited by 57 publications

References 13 publications

Civility and Structural Precarity for Faculty of Color in LIS

Civility and Structural Precarity for Faculty of Color in LIS

Mentoring with(in) care: A co-constructed auto-ethnography of mutual learning

Carnivalesque collaborations: reflections on ‘doing’ multi-disciplinary research

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