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Sclater, Shelley Day

doi:10.1075/ni.13.2.05day

Cited by 60 publications

(18 citation statements)

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“…Rather than being a product, Sclater (2003) identifies narrative as a “dynamic signifying practice” that interrogates subjective situatedness (p. 321). Thus, narrating creates space for the praxis-oriented self/automethodologist to engage in a dynamic signifying practice.…”

Section: Automethodology: Theorizationmentioning

confidence: 99%

Automethodology: Tracing a Home for Praxis-Oriented Ethnography

Pensoneau-Conway

Toyosaki

2011

International Journal of Qualitative Methods

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The authors trace the development of ethnographic practices according to the methodological assumptions of ethnographers within different historical periods. As communication scholars, the authors find Calvin O. Schrag's conceptualization of the self to be informative and advantageous for navigating an ethnographic sense of 'self' in the current status of the methodological contestation. Borrowing from Schrag's work, which focuses on communicative praxis in understanding the self, this article explores an innovative methodological framework called automethodology. By examining the deployment and emplotment of the self within the automethods of autobiography, autoethnography, narrative co-construction, community autoethnography, critical complete-member ethnography, reflexive ethnography, autoperformance, and layered account, the authors develop epistemological foundations for praxis-oriented ethnographers. Throughout this journey, the authors end up situating themselves in a place they consider home-in the practices of automethodology.

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Section: Automethodology: Theorizationmentioning

confidence: 99%

Automethodology: Tracing a Home for Praxis-Oriented Ethnography

Pensoneau-Conway

Toyosaki

2011

International Journal of Qualitative Methods

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“…Two dominant positions are adopted in the analysis of such storied experience: that 'the self' is constructed or revealed by stories, or that it is concealed by them. Underpinning these approaches is an understanding that between narrative and identity there are complex connections, and thus that the study of narrative is epistemological (Sclater 2003). Within the specific labour of 'making' and 'reading' such figurative work, such storytelling involves active re-construction of the entanglements of the intellectual, with the personal, individual, emotional and aspirational, as we discuss below.…”

Section: What Problem Requires Rupture?mentioning

confidence: 99%

Mixed metaphors, mixed messages and mixed blessings: how figurative imagery opens up the complexities of transforming higher education

Belluigi

Alcock

Farrell

et al. 2019

Sotls

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Dina Zoe Belluigi, Andrea Alcock, Veronica Farrell and Grace Idahosa reflect on figurative imagery in their research practices to expose the “hidden curriculum of higher education”. Their reflection recounts discursive processes in an attempt to “make sense” of “the modes of politics” in which they engage. How to cite this reflective piece: BELLUIGI, Dina Zoe; ALCOCK, Andrea; FARRELL, Veronica; IDAHOSA, Grace. Mixed metaphors, mixed messages and mixed blessings: how figurative imagery opens up the complexities of transforming higher education. Scholarship of Teaching and Learning in the South. v. 3, n. 2, p. 110-120, Sept. 2019. Available at: https://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=105&path%5B%5D=50 This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

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“…A su vez, la narrativa permite crear significado a las experiencias, donde la adquisición simbólica del lenguaje adquiere un importante valor, Capella (2013) lo define como el reconocimiento a la relevancia del lenguaje en la constitución del sí mismo y la significación de la experiencia, manteniendo la coherencia de la subjetividad individual y la interacción con el otro. En definitiva, la narrativa se construiría en un espacio interpersonal, pues lo que vemos cuando miramos al sujeto y al lenguaje no es un reflejo ni de su mundo interior ni de su mundo exterior, sino un desplazamiento o reconfiguración de ambos procesos que ocurre en el sujeto mismo como forma de buscar cuerpo o consistencia de lo que vive (Day, 2003;Schöngut & Pujol, 2015).…”

Section: Metodologíaunclassified

Diarios Narrativos: Relaciones y Encuentros en Educación Secundaria

Cuadros

Quesada²

2016

QRE

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During the academic year 2014-2015, an investigation was conducted in an innovative school in Barcelona where a teacher used personal diaries written by its students during their Catalan lessons in 2nd high school. The objective of this activity was to use this tool to work with and from the students’ emotions, and create a communication channel to enhance closeness in the student-teacher relationship that would also benefit their Catalan language learning process. The second stage of the study includes four participants: three students and one teacher. The objectives are: (a) to do a follow-up on the agents who were involved in the creation of personal diaries and (b) to see what this type of activity made them feel in terms of communication and relationship between teacher-student. The method that has guided this work is biographical narrative and some of the conclusions are that the use of narrative newspapers could be a useful tool in improving teaching and even learning itself because it helps establish links between teacher-student and because it allows expressing the experiences using language first hand.

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What is the subject?

Cited by 60 publications

References 0 publications

Automethodology: Tracing a Home for Praxis-Oriented Ethnography

Automethodology: Tracing a Home for Praxis-Oriented Ethnography

Mixed metaphors, mixed messages and mixed blessings: how figurative imagery opens up the complexities of transforming higher education

Diarios Narrativos: Relaciones y Encuentros en Educación Secundaria

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