Review: <i>Evocative Autoethnography: Writing Lives and Telling Stories</i>, by Arthur P. Bochner and Carolyn Ellis

Keleş, Ufuk

doi:10.1525/joae.2022.3.1.118

Cited by 6 publications

(12 citation statements)

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“…We conducted a narrative analysis of Liz's personal experiences and used these data to explore the role the Socratic seminar might play in helping students understand the contemporary importance of historical events on social justice and how this experience related to other social studies instructional practices. We used a narrative storytelling model to present the personal, social, cultural and political aspects of Liz's experience (Ellis and Bochner, 2016). The approach helped us as researchers confidently engage in student observation, self-observation and reflexive analysis of the experience.…”

Section: Approach and Methodsmentioning

confidence: 99%

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Socratic seminar: a transformational approach to vertical and horizontal historical analysis

Magill

2023

SSRP

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PurposeThe purpose of the study was to explore and articulate how Socratic seminar might be considered more completely as part of justice-focused social studies classroom disciplinary practices.Design/methodology/approachThe authors reviewed the literature on Socratic seminar and developed a model for its practical use. The authors used the model to demonstrate its use in teaching civil rights history, as an example for implementation.FindingsSocratic seminar is an instructional method that layers several disciplinary literacy skills within social studies that have the combined potential to create a transformative dialogue within the classroom and communities, especially when leveraged in more complex multi-text ways. Through the seminars, students can better understand what the authors name horizontal historical analysis, the perspective on concurrent social justice movements and vertical curricular analysis or how social justice movements experience continuity and change over time.Practical implicationsThe authors provided an accessible model for teachers and students to use Socratic seminars as part of transformational social studies practices.Social implicationsThe authors demonstrate how the Socratic seminar model can provide students with the intellectual foundation for considering social action as more critically informed civic agents.Originality/valueThe authors examine and offer a model of how Socratic seminar can engage students in vertical and/or horizontal historical analysis for transformational purposes. Further, the authors identify how Socratic seminar can build the skills and dispositions of social studies, provide space for knowledge creation through critical historical inquiry and help reframe how teachers and students understand learning and human relationships by shifting the classroom power and promoting student agency through dialogue.

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Section: Approach and Methodsmentioning

confidence: 99%

“…Interpersonal discussion across the narrative data helped the authors understand how Liz's narrativization of the experience revealed transformational thinking about justice and society (Ellis and Bochner, 2016).…”

Section: Approach and Methodsmentioning

confidence: 99%

Socratic seminar: a transformational approach to vertical and horizontal historical analysis

Magill

2023

SSRP

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“…The use of narrative methodologies (Adams and Holman Jones, 2011) and evocative auto-ethnography (Ellis, 2004;Ellis and Bochner, 2016) as part of the interactions through the phone conversations and as part of the assessments generated a space of intercultural creative research praxis whereby stories found new meanings in the narrative dialogical encounter. Auto-ethnography (Holman Jones et al, 2013), viewed as a generative, self-reflective space within this project, was considered both as an educational tool and as a research methodology, bridging the gap between research and practice through creative research praxis, as outlined at the beginning of this article.…”

Section: Creative Research Praxis In Action: Building Community and B...mentioning

confidence: 99%

(Un)doing home: exploring home-making and identity – an example of a project in a London higher education classroom

Rifeser,

Puntil,

Borelli

2023

Lond. Rev. Educ.

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In this article we discuss the lived, embodied experience of home-making in relation to identity and belonging through the example of a service-learning project conducted during the Covid-19 pandemic in a higher education setting in London, UK. We also explore the notion of belonging-not-belonging as a cultural, material and embodied construct, inspired by critical pedagogy. We draw on posthumanism, new materialism, intercultural studies, (auto-)ethnography and creative practice research as possible lines of flight in deconstructing the dichotomy between home and a ‘foreign’ territory-other-than-home that sits at the core of intercultural discourses. We present this project as a possible alternative discourse to (un)do more traditional considerations of home-making as a much more complex construct; in the encounter with new territories, humans and other-than-human artefacts, objects, machines and landscapes, we argue that home-making is a continuous, never-finished process that moves the learner and their teachers continuously. We aim to bring to the forefront new emerging considerations of intercultural studies at the intersection with interdisciplinary, cross-disciplinary and cross-institutional discourses, breaking away from a more traditional and neoliberal view about what belonging means within the context of higher education.

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“…In my artistic practice I concentrate on ways of producing meaningful, accessible, and evocative research grounded in personal experience, research that would sensitize readers and viewers to forms of representation that deepen our capacity to empathize with people who are different from us (Ellis, Bochner 2000).…”

Section: Essaymentioning

confidence: 99%

Questioning and Listening: An Attempt to Investigate Voinha’s Migration Journey

Trojaborg

2023

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In this essay I analyze how the artifacts of questioning and listening became resourceful in the procedure of excavating the personal and political reasons behind the migration journey my maternal grandmother Voinha (who turned 100 years old on April 08th 2021 and passed away on March 06th 2022) embarked on in 1945 from Ananindeua and Belém (Amazon rainforest region) to Rio de Janeiro (BR); and further, my own immigration journey from Latin America to the Middle East and on to northern Europe, fifteen years ago. How coupling questioning with listening allowed an oppressed woman to speak for herself, fostering in this way dramaturgies that brought awareness to feminist empowerment as a means to tackle the colonial and patriarchal ways in which the Brazilian national identity, among many others, is constructed. The writing style is mainly anecdotal and based on conversations I had with Voinha on different occasions. The recordings of our last in-person encounter on September 15th 2018 became the foundation for the performance Feliz Aniversário, created primarily as a way of giving Voinha agency in telling her own migration journey. Excerpts of this audio and video footage will be further analyzed alongside this essay. The methodology adopted is autoethnography with the intention to offer nuanced, complex, and specific knowledge about particular lives, experiences and relationships (Adams, Jones, Ellis 2014). Within autoethnographical methodological tools, I delve on reflexivity with the aim of troubling the relationship between researchers ‘selves’ and ‘others’ and offering a re-examination of the paradigm modernity/coloniality as simultaneously shaped through specific articulations of race, gender and sexuality (Lugones 2007). The final intention is to analyze how turning back to my ancestors’ and my own experiences, identities, and their socio-political implications; how analyzing them according to gender and queer theories and from a decolonial perspective, could potentialize my current practice focused on autobiographical performance. One last important point to be acknowledged is my role as an artist-researcher examining the complex ethical and creative processes of working with intimate family memories, observing the growing necessity of developing dramaturgies of care and resistance (Malzacher 2008).

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Review: Evocative Autoethnography: Writing Lives and Telling Stories, by Arthur P. Bochner and Carolyn Ellis

Cited by 6 publications

References 0 publications

Socratic seminar: a transformational approach to vertical and horizontal historical analysis

Socratic seminar: a transformational approach to vertical and horizontal historical analysis

(Un)doing home: exploring home-making and identity – an example of a project in a London higher education classroom

Questioning and Listening: An Attempt to Investigate Voinha’s Migration Journey

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