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This edited handbook focuses on the methodological design of autoethnography and self-study. Contributions delve into the diverse usage of these novel methodologies, providing the reader with a range of applications, and researchers are presented with a full discussion of the challenges and the successes of the contributors' experiences. Beginning with the important developments in contemporary philosophy and theory in autoethnography and self-study, the book goes on to examine critiques and misunderstanding surrounding these methods, how researchers can engage effectively and ethically with them, their impact on researcher identity, and how researchers design the methodology involved in their autoethnographic and self-study writings. Drawing on research conducted in the United Kingdom, the United States, Canada, Continental Europe, Asia, Africa and Australia, the book will appeal to academics and researchers applying or researching autoethnography and/or self-study,as well as students deploying these approaches in their work and counsellors, psychologists and social workers who use self-narrative techniques with their clients.
List of contents
Series Editors Foreword: Regenerating (in) Research and Education; Fred Dervin.- Introduction: Contextualising and Conceptualising Autoethnography and Self-Study.- Autoethnographic Affordances and Self-Study Synergies: Mapping Terrains for Productive Education Research Methods; Deborah L. Mulligan, Meg Forbes, Emilio A. Anteliz and Patrick Alan Danaher.- Part I: Innovating Methodological Applications of Autoethnography and Self-Study: Introduction; Patrick Alan Danaher.- Overcoming the Individual/Social Dualism via the Integration of Autoethnography into a Postgraduate Psychotherapeutic Programme; Sharon Margaretta Auld.- Revisiting the Insider Perspective: A Comparative Self-Study of Two Autobiographical Narratives in Shadow Education; Bin Hua and Kevin Wai Ho Yung.- Transitioning Back to the University after the Lifting of the COVID-19 Restrictions: A Joint Autoethnographic Account; Peter Sarsfield and Samantha Wilkinson.- Down the Rabbit Hole: Exploring Curious Questions about Autoethnography; Sheila Trahar.- Autoethnographic Methodological Innovation Gleaned from the Buber Levinas Ethical Debate: Revisiting the Researcher s Experiences as an Education Academic and a Teacher Aide in Queensland, Australia; Patrick Alan Danaher.- Bakhtinian Exotopy as a Methodological Innovation in Collective Self-Study: Analysing Three Education Researchers First Collaboration as Co-Constructing Understanding of Self and Others; Patrick Alan Danaher, Mai Trang Vu and Ala a Khalil.- Part II: Celebrating Arts-Based Approaches to Autoethnography and Self-Study: Introduction; Deborah L. Mulligan.- Poetic Professional Learning through Self-Study in Education Research; Kathleen Pithouse-Morgan, S phiwe Bafana Madondo and Anita Hiralaal.- A Ladder in the Dark: Writing, Method and the Captive Poem; John L. Hoben.- Can I Learn to Improvise on My Own? Reflections on the Use of Autoethnographic Methods in a Long-Term Musical Self-Study; Jonathan W. Ayerst.- Glimpses of Unexplored Subjectivities: Self-Study, Creative Writing and Re-searching Lives after Academia; Patrick Alan Danaher.- Representing Why I Write: Piecing/Peace-ing Together the Personal/Professional; Alison L. Black.- Part III: Facilitating Professional Learning via Autoethnography and Self-Study: Introduction; Emilio A. Anteliz.- The Fire of Transformation: Becoming a Teacher Educator through Collaborative Self-Study; Hafdís Guðjónsdóttir and Svanborg Rannveig Jónsdóttir.- Affective Assemblages: Negotiating Material and Socio-Pedagogical Practices within Higher Education Contexts; Aspasia Dania.- Revealing My Professional Dilemmas through Autoethnography; Huriye Arzu Öztürk.- Pain, No Gain? A Joint Autoethnography of Our Working Lives as Academics with Chronic Illnesses; Samantha Wilkinson and Catherine Wilkinson.- A Journey of Writing and Publishing an Autoethnography: A Collaborative Autoethnographic Account; Shuwen Liu and Rui Yuan.- The Trunk, the Tail or the Whole Elephant? Conceptualising Academic Writing: A Practitioner s Autoethnographic Reflections on a Decade of Practice; Celeste Sherwood.- Part IV: Strengthening Identities with Autoethnography and Self-Study: Introduction; Deborah L. Mulligan.- Using Autoethnography to Bridge Identity and Future Career Aspirations; Donna Harp Ziegenfuss.- Teaching in the Footsteps of Trauma: A Self-Study on Teaching English as a Second Language to Refugees and Migrants in an Australian Context; Deborah L. Mulligan.- Reconsidering Neurodivergence: From Late Diagnosis to Advocacy; Meg Forbes.- Combining Pedagogy and Research Methodology: Critical Autoethnographic Narrative to Pedagogise Identity in Language Teacher Education; Bedrettin Yazan.- An Autoethnographic Journey towards Servant Teaching; Nicholas Todd.- The Troublesome State of Identity in Autoethnographic Research; Carol Mills; When One is Just Not Enough: An Autoethnographic Journey into Undertaking a Second PhD; Deborah L. Mulligan.- Part V: Contributing to Social Change through Autoethnography and Self-Study: Introduction; Meg Forbes.- Moving through Liminal Spaces from Individual Transformation to Social Change: Revisiting a Doctoral Study Supervision Collaboration via Autoethnographic Reflexivity; Deborah L. Mulligan and Patrick Alan Danaher.- Mourning at the Gate of Profession: Using Autoethnography as a Tribute and Closure to the Suicidal Death of a Client; Kate Jonathan.- Imagining the Past and Remembering the Future: Autoethnography as a Way to Understand and Change; Fadel Alsawayfa.- Self-Study, Relational Teacher Education and Social Justice: Studying Myself to Promote Social Justice in Teacher Candidate Learning; Julian Kitchen.- Exploring Australian Teachers Emotional Experiences: Mobilising Collaborative Self-Study to Ask and Answer Significant Educational Questions; Deborah L. Mulligan, Karen Peel and Patrick Alan Danaher.- Conclusion: Present Applications and Predicted Implications.- Placing Autoethnography and Self-Study in their Broader Methodological Perspectives: Present Applications and Predicted Implications; Deborah L. Mulligan, Meg Forbes, Emilio A. Anteliz and Patrick Alan Danaher.
About the author
Deborah L. Mulligan is Honorary Postdoctoral Researcher at the University of Southern Queensland, Australia.
Meg Forbes is a social researcher and neurodivergent psychologist working in Outback Queensland, Australia.
Emilio A. Anteliz is an independent scholar in Toowoomba, Australia.
Patrick Alan Danaher is Professor Emeritus at the University of Southern Queensland, Australia.
