Should I Share My Journal Entry With You? A Critical Exploration of Relational Ethics in Autoethnography

Campbell, Elaine

doi:10.1525/dcqr.2017.6.4.4

Cited by 4 publications

(1 citation statement)

References 24 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Ethical issues can be seen in multiple pairings, such as friendships (Connolly, 2012), researchers-study participants (Jackson, 2021), caregivers-patients (Marquis, 2002), employersemployees (Kim & Kim, 2020), and therapists-clients (Gergen, 2015). Some colleagues have addressed instructor-student interactions and noted some ambiguities about the interactional dynamics (Allen, 1995;Campbell, 2017).…”

Section: Relational Approachmentioning

confidence: 99%

Microinclusive teaching in family science courses

Fitzpatrick

2022

Family Relations

View full text Add to dashboard Cite

The purpose of this article is to provide a summary of microaggressive (MA) and microinclusive (MI) issues in college teaching. In MA communications, individuals/ groups are treated as invisible or comparatively less desirable. MA can have a detrimental impact on its targets (to whom comments or behaviors are directed) as well as bystanders who witness the aggression. As part of ethics in family scholarship, it is worthwhile for faculty to consider MA and learn about more prosocial/supportive options, such as MI. This article provides a brief overview of MA, MI teaching, ethical approaches to MA/MI guidance, and MI teaching examples in one family science course. These issues are also relevant to coursework in other HDFS department programs or tracks (e.g., developmental, policy and practice, therapy, community education). K E Y W O R D S cultural diversity, family life education, pedagogical and curriculum issuesThe article provides a summary of microaggressive (MA) and microinclusive (MI) issues in college teaching. In MA communications, individuals/groups are treated as invisible, unequal, or undesirable (Fleras, 2016;Offermann et al., 2014). Compared with moderate-macroaggressions, MA is less dangerous, intense, or severe. However, MA can still have a detrimental impact on its targets (to whom comments or behaviors are directed) as well as bystanders (Burleigh & Wilson, 2021;Fleras, 2016). Individuals, including instructors, can engage in MA (Abdelaziz et al., 2021) with little awareness or ill intent. As part of ethics in family scholarship, faculty should consider MA and learn about counteractive options such as MI. This article provides a brief overview of (a) MA, (b) MI teaching, (c) ethical approaches to MA/MI guidance, and (d) MI teaching examples in one family science course. WHAT IS MICROAGGRESSION?MA has been addressed since the late 1970s. In a thematic analysis of TV commercials, Pierce et al. (1978) described MA as derogatory or disparaging messages. The message elements Please note that this email address is case-specific. It requires a capital "J" and capital "F"; all other letters must be lower-case.

show abstract

Section: Relational Approachmentioning

confidence: 99%

Microinclusive teaching in family science courses

Fitzpatrick

2022

Family Relations

View full text Add to dashboard Cite

show abstract

“Stop Saying That You Are Not Good Enough”: Crafting Asset‐Based Identities of International Asian Women Scholars Through Relational Mentoring

Sim,

Chaudhuri,

Niu

2024

Human Resource Dev Quarterly

View full text Add to dashboard Cite

This trioethnographical study explores the influence of relational mentoring in developing the identities of three international Asian women scholars from different career stages within the field of human resource development (HRD) in the United States. By capturing our voices through personal narratives drawn from our day‐to‐day lived experiences, the study documents our transformative journey from “being” to “becoming.” Through a collaborative, qualitative analysis of mentoring transcripts and daily journals, the findings illustrate how relational mentoring serves as a framework to deconstruct our deficit‐based identities. This deconstruction is facilitated by dismantling hierarchy, questioning presumed incompetence, and problematizing structural inequities. Engaging in constructive dialogues within this framework enabled us to craft our asset‐based identities, where we embraced the roles of supporters, decenterers, and connectors.

show abstract

Making autoethnography: crafting intimate, social and material relations

Holdsworth

2022

International Journal of Social Research Methodology

View full text Add to dashboard Cite

Should I Share My Journal Entry With You? A Critical Exploration of Relational Ethics in Autoethnography

Cited by 4 publications

References 24 publications

Microinclusive teaching in family science courses

Microinclusive teaching in family science courses

“Stop Saying That You Are Not Good Enough”: Crafting Asset‐Based Identities of International Asian Women Scholars Through Relational Mentoring

Making autoethnography: crafting intimate, social and material relations

Contact Info

Product

Resources

About