Translating Autoethnography Across the AERA Standards

Hughes, Sherick; Pennington, Julie L.; Makris, Sara

doi:10.3102/0013189x12442983

Cited by 102 publications

(17 citation statements)

References 38 publications

(97 reference statements)

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“…The participants share roles in this study as participant observers in the study with a responsibility for untangling a phenomenon or multiple phenomena which engulf a specific institutional leadership role in higher education-that of the department head (Gunsalus, 2006;Buller, 2015). The appropriate method for this role is a dialogic and biographical-ethnographic form of phenomenological methods (Garza, 2008;Hughes et al, 2012;Lund et al, 2012;Hoppes, 2014). These methods fit the classification of emergent (sometimes deemed qualitative) research design (Pasque et al, 2011(Pasque et al, , 2013Saldaña, 2016).…”

Section: Methodsmentioning

confidence: 99%

Academic Leadership During a Pandemic: Department Heads Leading With a Focus on Equity

2020

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The COVID-19 pandemic has created an unprecedented crisis with momentous challenges for higher education institutions. Academic leaders have been charged with restructuring their systems, ensuring instructional quality while operating with significantly diminished resources. For department heads of units with leadership preparation programs, the complexity of this crisis is layered upon fundamental scholarship about leadership, which reports the effectiveness of leadership as a collective incorporating the shared and diverse talents of faculty, students, and program stakeholders. This work of educational leadership rests on a public and democratic ethic promoting social justice and equity as the practices and outcomes for schooling at any level. In this article, three department heads of educational leadership units in major research universities use dialogic inquiry to reflect on our responses to complex demands brought forth by the pandemic. We share insights into our decision making, as we have led with a focus on equity. We address dilemmas and conflicts that we have addressed as departmental leaders during this critical period of institutional challenges, changing institutional policies and practices, and declining resources, as we have worked to ensure equitable access and distribution of resources for students, faculty, and staff. We conclude with implications for department heads who strive to maintain a focus on equity during times of sweeping organizational change.

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Section: Methodsmentioning

confidence: 99%

Academic Leadership During a Pandemic: Department Heads Leading With a Focus on Equity

2020

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“…The ultimate goal of autoethnography is to connect “the personal” with “the social” (Adams et al, 2014; Chang, 2008; Cook, 2014; Denzin, 2014; Ellis, Adams, & Bochner, 2011; Holman Jones, Adams, & Ellis, 2015; Reed-Danahay, 1997). Hughes, Pennington, and Makris (2012) articulated the importance of connecting these two elements in autoethnography as such: [A]uto-ethnography is . .…”

Section: Autoethnography As a Qualitative Inquirymentioning

confidence: 99%

“…Nevertheless, whichever methods social scientists use to conduct their research, they are expected to reveal their research process and procedures transparently so that readers can see clearly how they have arrived at their conclusions. Hughes et al (2012) articulated the American Educational Research Association’s (AERA) standard of publishing and demonstrated how autoethnography could meet the AERA’s standard of presenting the research process in their research reports. Many qualitative researchers, particularly autoethnographers, have not been too diligent about revealing and discussing their research methodology.…”

Section: Autoethnography As a Qualitative Inquirymentioning

confidence: 99%

“…Some scholars have already made an attempt to provide guidelines to situate this powerful, but unique, research method of autoethnography within the existing framework of good human research. For example, Hughes et al (2012) evaluated autoethnography by the existing publication standards for empirical research established by AERA to argue for the “autoethnography’s capacity . .…”

Section: Setting Standards For Autoethnography In Health Researchmentioning

confidence: 99%

“…as credible and defensible empirical research” (p. 209). They discussed two principles of the standards: “sufficiency of the warrants and the transparency of the report” (Hughes et al, 2012, p. 212). These two principles require that results and conclusions be supported by evidence from data and that reporting should make the research process and procedures explicit.…”

Section: Setting Standards For Autoethnography In Health Researchmentioning

confidence: 99%

See 2 more Smart Citations

Autoethnography in Health Research

Chang

2016

Qual Health Res

104

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Autoethnography is gaining acceptance as a legitimate research method in health science research. The growing volume of published autoethnographies is indicative of this trend. After discussing the methodological tenents of this qualitative research method and its compatibility with health-related research, the author illustrates this trend with examples of published autoethnogrpahic books, theses, and journal articles. While celebrating the potential of autoethnography as a suitable health research method, the author critiques dominatly descriptive and evocative illness self-narratives that may evoke emontionally compelling responses from readers but offer insufficient sociocultural insights about the illness phenomenon. To identify a "desirable" autoethnography that provides not only a "thick description" of personal experiences but also a sociocultural interpration of such experiences, the author recommends both creators and consumers of autoethnography to ask five evaluative questions: (1) Does the autoethnography use authentic and trustworthy data?; (2) Does the autoethnography follow a reliable research process and show the process clearly?; (3) Does the autoethnography follow ethical steps to protect the rights of self and others presented and implicated in the autoethnography?; (4) Does the autoethnography analyze and interpret the sociocultural meaning of the author's personal experiences?; and (5) Does the autoethnography attempt to make a scholarly contribution with its conclusion and engagement of the existing literature?

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Transnational TESOL Practitioners’ Identity Tensions: A Collaborative Autoethnography

2022

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In this paper, we, as three transnational TESOL practitioners (TTP), engage in a collaborative autoethnography (CAE) to examine our professional identity tensions. Theoretically, we follow the premise that the tensions we experience in our professional life can be productive experiences for identity-oriented reflection and, as we work toward resolving these tensions, we can explore and negotiate new dimensions of our identities. Methodologically, we explore the affordances of CAE in combining internal and community dialogues to make sense of our identities, which are situated at the nexus of the personal and the cultural. Each one of us describes and analyzes one major tension that has been part of our professional identity negotiation as TESOL practitioners in the US. Addressing our research question, we conceptually argued that tensions are inevitable in our identity work and found that border-crossing and in-betweenness predominantly characterized our identities as TTPs. We cross borders and carve out in-between spaces, identities, and voices for ourselves in our professional lives.

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Translating Autoethnography Across the AERA Standards

Cited by 102 publications

References 38 publications

Academic Leadership During a Pandemic: Department Heads Leading With a Focus on Equity

Academic Leadership During a Pandemic: Department Heads Leading With a Focus on Equity

Autoethnography in Health Research

Transnational TESOL Practitioners’ Identity Tensions: A Collaborative Autoethnography

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