‘Reflections on a birthday’: An auto-ethnographic account of caring for a child with a learning disability

Gant, Valerie

doi:10.1177/1473325016661407

Cited by 6 publications

(5 citation statements)

References 15 publications

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“…These employ a range of methods including poetry (Gallardo et al, 2009; Karki, 2016; Oehlers, 2017; Szto et al, 2005), diarising (Gant, 2017), letter writing (Oehlers, 2017), vignettes (Charles and Johns, 2023; Newcomb et al, 2022; Schmid, 2022), case studies (Gupta, 2017a; Hudson and Richardson, 2016), photovoice (Kattari and Beltrán, 2022), photography (Szto et al, 2005), collaborative (Malorni et al, 2022; Newcomb et al, 2022; Oswald et al, 2022; Sloane and Haas, 2020), and duoethnography (Wagaman and Sanchez, 2017). A narrative approach is commonly used within autoethnography (Comerford, 2019; Gant, 2017; Phillips, 2007, 2019; Schmid, 2010), although the discussion of method within articles varies. Fixsen (2023) provides a detailed discussion of authoethnographic methodology and key critiques.…”

Section: Autoethnographymentioning

confidence: 99%

“…Qualitative Social Work (QSW) reflects an increasing popularity in authoethnography drawing upon a diversity of methodologies including feminist (Charles and Johns, 2023; Johnson, 2020), analytic (Gupta, 2017a; Hernandez-Carranza et al, 2021), evocative (Oswald et al, 2022), and critical approaches (Schmid, 2022). These employ a range of methods including poetry (Gallardo et al, 2009; Karki, 2016; Oehlers, 2017; Szto et al, 2005), diarising (Gant, 2017), letter writing (Oehlers, 2017), vignettes (Charles and Johns, 2023; Newcomb et al, 2022; Schmid, 2022), case studies (Gupta, 2017a; Hudson and Richardson, 2016), photovoice (Kattari and Beltrán, 2022), photography (Szto et al, 2005), collaborative (Malorni et al, 2022; Newcomb et al, 2022; Oswald et al, 2022; Sloane and Haas, 2020), and duoethnography (Wagaman and Sanchez, 2017). A narrative approach is commonly used within autoethnography (Comerford, 2019; Gant, 2017; Phillips, 2007, 2019; Schmid, 2010), although the discussion of method within articles varies.…”

Section: Autoethnographymentioning

confidence: 99%

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Poverty metaphors: An autoethnography in three parts

Hardy

2023

Qualitative Social Work

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This autoethnography seeks to open up for re-interpretation and debate three topics that feature within social work practice, research, and education: firstly the value and use of metaphor in understanding practice, secondly approaches to social work reflective writing, and thirdly the issue of poverty and its significance and impact in child and family social work. Metaphors can be valuable in framing understanding of issues within social work practice and advocating for change. Three metaphors have been particularly used in understanding the relationship between social work practice and poverty: The Invisibility of Poverty, The Elephant in the Room, and The Wallpaper of Practice. The three Parts of this autoethnography each adopt a different approach to autoethnographic writing and addresses and unsettles one of these metaphors. The first part adopts a narrative-reflective-analytical approach conventional to reflective writing in social work. The second and third parts adopt poetic and post-humanist approaches, respectively. It is proposed that adopting autoethnography as a methodology challenges the uncritical application of metaphor to situated practice and thereby prevents interpretive foreclosure. ‘Writing against’ objectified social work knowledge may assist in opening up practice to more challenging critical reflection and re-interpretation. Juxtaposing these three parts demonstrates the potential of non-conventional autoethnographic approaches to provide opportunities for deeper reflection on the experiences of doing social work within the context of poverty than conventional approaches to reflective writing. Furthermore, they indicate a need to reconsider how well these metaphors reflect social work practice experience with poverty.

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Section: Autoethnographymentioning

confidence: 99%

Section: Autoethnographymentioning

confidence: 99%

Poverty metaphors: An autoethnography in three parts

Hardy

2023

Qualitative Social Work

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“…Misiaszek (2018) uses a series of mediations including poetry to develop a view of her experiences in Chinese higher education. The auto-ethnographic study of Gant (2017) takes direct diary quotations to explore the challenges of bringing up a disabled child. From a business perspective, Vickers (2008) tells a story from a personal perspective of changes happening within his company during a takeover by an American firm.…”

Section: Introductionmentioning

confidence: 99%

Expatriation and Incapacity Created by a Multitude of Hidden Equalities

Mortimer

2019

Inequality and Organizational Practice

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The ability of UK based Academics to function within collaborative partnerships is becoming an important part of the UK Universities internationalisation agenda. This chapter offers an auto-ethnographical academic expatriate experience detailing some of the challenges faced when moving to work in a 'UK environment positioned abroad', specifically in China. It will provide HR personnel with alternative understandings of possible support strategies that could assist individuals in dealing with a variety of hidden inequalities that surface. These hidden inequalities can contribute to a possible shortening of the assignment due to cultural contexts in which they are operating (Foster 1997;Wang and Varma 2017).

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“…Within the social work literature, autoethnography has been explored as a methodology (Jensen-Hart and Williams, 2010;Lietz et al, 2006;Ngunjiri et al, 2010;Riessman and Quinney, 2005;Tolich, 2010;Witkin, 2000Witkin, , 2008 among others. Sexuality (Trotter et al, 2006), poverty (Krumer-Nevo, 2009), caring for children with learning disabilities (Gant, 2017), and social change (Ellis, 2002) have also been topics of inquiry. In this narrative, a creative autoethnography approach is employed by using a "slice of life" approach to bring to life the joys and challenges involved.…”

Section: Introductionmentioning

confidence: 99%

An autoethnography of a neurotypical adoptive mother’s journey through adoption into the world(s) of intellectual variety in the early years of the U.S. Education System

Comerford

2018

Qualitative Social Work

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This narrative is my story of being catapulted from a distanced space of relative naïveté and unknowing about the lives and challenges that children with disabilities face in the school system. It is also a tale about my increased radicalization birthed from witnessing my daughter’s school experiences and the informal social relations of childhood. Mine is one of many stories that could be told about this set of experiences. Taking an evocative, autoethnographic approach, and blending the evocative and analytical traditions provides me with a unique reflexive vehicle. It allows a critical connection and reflection on my own experiences and the literature, as my family identifies, deconstructs, and responds to the cultural, social, and political dimensions of our daughter’s life in the geography she has inhabits as a “child with special needs.” The focus in this work is on her early years including placement, infancy, pre-school, and kindergarten.

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‘Reflections on a birthday’: An auto-ethnographic account of caring for a child with a learning disability

Cited by 6 publications

References 15 publications

Poverty metaphors: An autoethnography in three parts

Poverty metaphors: An autoethnography in three parts

Expatriation and Incapacity Created by a Multitude of Hidden Equalities

An autoethnography of a neurotypical adoptive mother’s journey through adoption into the world(s) of intellectual variety in the early years of the U.S. Education System

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