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Herrmann, Andrew F. "Organizational Autoethnographies: Our Working Lives." Digital Commons @ East Tennessee State University, 2017. https://www.amzn.com/1138231681.
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This text takes a new approach to autoethnography by using personal narratives to analyze our work across multiple disciplines and subdisciplines. These stories feature authors working at the intersections of autoethnography and critical theory within a given organizational context. Organizations are not simply entities, but systems of meaning. As such they are sites of cultural practices and performances, and of domination, resistance and struggle. Working at the intersection of organizational studies and autoethnography, this book explores the ability of autoethnographic and personal narrative approaches to generate important, innovative, and empowering understandings of difference, discourses, and identities, while attending to the various powerful dynamics that are at play in organizations. These are stories of work, at work, and help to finally bring theory and direct exemplars together.https://dc.etsu.edu/etsu_books/1130/thumbnail.jpg
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Blair, Jeremy Michael. "Animated Autoethnographies: Using Stop Motion Animation As a Catalyst for Self-acceptance in the Art Classroom." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc804983/.
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As a doctoral student, I was asked to teach a course based on emerging technologies and postmodern methods of inquiry in the field of art education. The course was titled Issues and Applications of Technology in Art Education and I developed a method of inquiry called animated autoethnography for pre-service art educators while teaching this course. Through this dissertation, I describe, analyze, interrogate, value, contextualize, reflect on, and artistically react to the autoethnographic animated processes of five pre-service art educators who were enrolled in the course. I interviewed the five participants before and after the creation of their animated autoethnographies and incorporated actor-network theory within the theoretical analysis to study how the insights of my students’ autoethnographies related to my own animations and life narratives. The study also examines animated autoethnography as a method of inquiry that may develop or enhance future teaching practices and encourage empathic connections through researching the self. These selected students created animations that accessed significant life moments, personal struggles, and triumphs, and they exhibited unique representations of self. Pre-service art educators can use self-research to create narrative-based short animations and also use socio-emotional learning to encourage the development of empathy within the classroom. I show diverse student examples, compare them to my own animations, and present a new model of inquiry that encourages the development of self by finding place in chaos, loving the unknown, embracing uncertainty, and turning shame into a celebration of life.
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Michaud, Anne Marie. "Autoethnographie d'une artiste pédagogue." Doctoral thesis, Université Laval, 2020. http://hdl.handle.net/20.500.11794/40336.
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Cette thèse est le résultat d’une recherche-création en arts visuels analysée à travers une méthode autoethnographique afin d’établir quels savoirs provenant de la réalisation d’une création artistique sont transférables à l’enseignement des arts. En étudiant ma propre recherche-création, je mets en relief le dialogue de la création (Buber, 1923/2012) ainsi que la posture d’amateur public (Pentecost,2007). Je démontre comment le processus de création et la pratique réflexive d’une artiste-pédagogue peuvent alimenter sa posture d’accompagnement pédagogique. En utilisant une méthode autoethnographique (Chang, 2008; Ellis,2004, 2009; Ellis & Bochner, 2011; Reed-Danahay,1997), j’explore les liens unissant la pratique artistique et l’enseignement des arts visuels s’approchant d’une épistémologie constructiviste radicale (Glasersfeld,1981/1988, 1988) où le bricolage est mis à l’avant-plan (Denzin & Lincoln, 2011).Cette recherche se réalise sur deux fronts : d’abord par la réalisation d’un projet de création artistique, puis par l’observation et l’analyse de ce projet (processus et résultats) selon une perspective autoethnographique. Le projet de création, Bluetooth, est composé de pièces de céramique et d’estampes numériques inspirées d'une quête où se croise mon histoire personnelle à des faits historiques. II en découle une hagiographie fantasmée et improbable dans laquelle des dents bleues ainsi que le viking Harald Bluetooth et le Frère Marie-Victorin se retrouvent à l’avant-plan, au carrefour du dialogue de la création et du concept d’amateur public. La thèse est rédigée à la manière d’un récit autobiographique, un récit de pratique de création (Paquin, 2014) écrit à la première personne, à partir duquel j’extrais des connaissances nouvelles. La mise en relief de ces connaissances vise dans un premier temps à faire ressortir le dialogue bubérien présent dans l’expérience de création et à présenter une modélisation de mon processus de création. Dans un deuxième temps, je dégage des principes tirés de cette expérience de création personnelle et j’établis comment ils se transposent dans l’accompagnement pédagogique que je réalise auprès d’étudiants universitaires en enseignement des arts. Mots clés : accompagnement, amateur public, dialogue, pratique réflexive, processus de créationThis thesis is the culmination of a research-creation in visual arts that employs an autoethnographic method of examination and analysis. My goal with this project isto determine which knowledge derived from artistic creation is transferable to arts education. By studying my own research-creation, I emphasize the dialogue of creation (Buber, 1923/2012) and how the position of the public amateur(Pentecost, 2007) can be embodied in the creative process. I demonstrate how the creative process and the reflexive practice (Schön, 1982) of an artist-teacher cannourrish the artist-teacher’s engagement with guided pedagogy (accompagnement pédagogique). Using an auto-ethnographic method (Chang, 2008; Ellis, 2004,2009; Ellis & Bochner, 2011; Reed-Danahay, 1997), I explore how the links between artistic practice and visual arts education approach radical constructive epistemology (Glasersfeld, 1981/1988, 1988) where bricolage construction is foregrounded.This research is carried out in two ways. First, by the realization of an artistic project, and second, by observing and analyzing the process and results of the project from an autoethnographic perspective.The creative project, Bluetooth, is composed of ceramic pieces and digital prints inspired by an investigation to see where my personal history crosses with historical facts. The end result is a fantasized and unlikely hagiography in which blue teeth, as well as the Viking Harald Bluetooth and Brother Marie-Victorin find themselves front and center, intersecting with the dialogue of creation and the concept of public amateur.The thesis is written as art practice narrative (Paquin, 2014), an autobiographical account written in first person from which I am able to draw out new knowledge.The first objective in high lighting this knowledge is to bring out the Buberian dialogue present in the experience of creation and to provide a model of my creative process. The second objective is to draw out principles from this experience of personal creation and to establish how they are transferred into the guided pedagogy that I engage in as an arts educator with my university students. Key words: guided pedagogy, public amateur, dialogue, reflexive practice, creative process
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Turner, L. J. "Nursing and worth : an autoethnographic journey." Thesis, University of Brighton, 2012. https://research.brighton.ac.uk/en/studentTheses/4fb3ac87-5325-48b0-a02b-c2af473f7708.
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This thesis offers possibilities for a new way of thinking about the subject of worth in relation to nursing. Its main purpose is to provide nurses with an opportunity to be reflective and reflexive about the many differing concepts of their own worth and that of the people with whom they work, thus facilitating the potential for new thinking and, in turn, new practices. The research arose from disturbances that emerged from three particular areas: 1) my own self worth evaluation; 2) client stories of being treated with a lack of worth by nurses; and 3) from hearing stories from colleagues about perceptions of self worth in relation to nursing identity. Within this study, I used Evocative Autoethnography, a reflexive methodology where the researcher and the researched are one, simultaneously aware of being both subject and researcher. I paid attention to how I experience myself as a nurse, how nursing appears to be viewed and how my idiosyncratic measures and displays of worth affect interactions with both others and myself. A process of rhizomatic conceptualisation ran alongside, through and around the autoethnographic process.providing a map of the territory and a frame of reference for the research. Within this Evocative Autoethnography the data are my thoughts, memories, reflections and reflexive thinking, 'collected' because of their evocative nature. They were analysed through a process of reflection and reflexion whereby the collection of data and the analysis of those data became an iterative cycle, the data becoming the data analysis becoming the data. The data are represented through multimedia concepts such as narrative prose, poetry and photographs. There is no conclusion to this process, only the point at which the data are no longer captured. Through undertaking the research, I discovered that my experience of self worth varied throughout the different cultures and different selves that I inhabit, and that this had an impact on the ways in which I interacted intra- and inter-personally. Through this iterative process of reflection and reflexion, I found I was sometimes able to influence my intra- and interactions in a helpful way, but sometimes my low self worth unhelpfully influenced the outcomes of my self/other encounters. Gaining insight into my constructions of self worth has provided me with opportunities for intra- and inter-actional changes with implications of more helpful practices. The intention of this research is to provide nurses, and in particular, mental health nurses, with an opportunity to be reflective and reflexive around the concepts of their own value and that of the people with whom they work. 'Hearing' others' stories or narratives is essentially an encounter, where the words of the other can resonate with us, providing us with a chance to not only respond to the words of the 'other' but also to our own responses, thus facilitating iterative 'echoing' or, in other words, 'thinking with the story'. In 'thinking with the story' nurses might discover something new about themselves and/or their practice, which in turn might bring about new ways of considering their self worth and that of others, thus leading to practices which place the value of both nurses and the people with whom they work at the centre of their interactions.
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Herrmann, Andrew F. "Polymediated Communiation and the Autoethnographic Urge." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/785.
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Herrmann, Andrew F. "I am Angry, Anxious, Aggravated Autoethnographer." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/828.
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Castro, Jimena. "An Autoethnographic Exploration of Hypnotherapeutic Experience." Diss., NSUWorks, 2018. https://nsuworks.nova.edu/shss_dft_etd/27.
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Family therapy researchers have conducted a variety of studies of brief approaches to family therapy (e.g., MRI, Solution Focused, Strategic). However, despite the fact that Milton Erickson’s approach to hypnosis and psychotherapy was a significant influence on these models, few family therapy researchers have studied Ericksonian hypnosis directly. Hypnosis is a way of communicating with the body to elicit psychological and physiological responses that are not organized by conscious awareness (Erickson, 1980i). Hypnosis becomes hypnotherapy when the context and the participants are oriented toward therapeutic change (Flemons, 2002). Employing the methodology of autoethnography (Ellis & Bochner, 2016) and using Interpersonal Process Recall (IPR) (Kagan, Krathwohl, & Miller, 1963) to conduct process research, the author explored the experience and understanding of both an Erickson-inspired hypnotherapist, Dr. Eric Greenleaf, and a client (herself) during a hypnotherapy session focused on addressing the issue of anxiety. Informed by what Bruner (1986) called a narrative mode of constructing the world, the author presents a narrative account of what transpired. Her analysis distinguishes six hypnotic holons—parts of a whole that are themselves wholes (Koestler, 1967)—that illuminate the co-creative nature of the hypnotherapeutic experience. Each holon indicates a particular kind of invitation extended by the hypnotherapist, the client’s response to that invitation, and what comes out of the interaction. The author also illuminates the particular qualities that the hypnotherapist brought to the interaction and discusses implications of the study for clinicians and researchers.
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Elder-Woodward, James. "Epistemic justice and agency : an autoethnographic account." Thesis, Glasgow Caledonian University, 2017. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.743900.
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Church, Elizabeth Ann. "An Autoethnographic Study of the Effectiveness of Teaching Art Appreciation through Pinhole Photography to Home Schooled Students." Digital Archive @ GSU, 2007. http://digitalarchive.gsu.edu/art_design_theses/17.
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This research studies the effectiveness of teaching art appreciation to home schooled children ages 10-17 through a DBAE curriculum in pinhole photography via a weekend workshop. An autoethnographic approach to recording data about the students’ learning and my experience as their teacher was used in the research. Data was recorded as journal notes during and after each workshop from my experiences as their teacher and analyzed according to a grounded theory based on open coding. The workshop was open for registration of up to 25 home schooled students of any race, male or female, from the ages of 10 - 17. While the research reports a successful change in students’ appreciation of photography as a result of the workshop, parental values proved to be both an obstacle and area of potential future research.
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FLORENCIO, THIAGO DE ABREU E. LIMA. "CONSTELATIONS AUTOETHNOGRAPHIQUES: PRODUCTION D IDENTITÉ, PERFORMANCE ET COLONIALITÉ." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2014. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=30206@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROCONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO
Cette thèse explore de façon critique la dimension auto-ethnographique d expérimentations de lecture et d écriture en accord avec de nouvelles présuppositions théoriques et épistémologiques, issues des transformations paradigmatiques dans le champ des Études de Littérature, d Histoire et d Anthropologie. Le but est de réfléchir à propos de la complexité de constructions identitaires contemporaines dans le cadre des nouveaux scénarios d écriture de l espace littéraire et culturel. Par le moyen de l accentuation sur la désharmonie créative de nouveaux projets artistiques, de signature d auteur ou collective, situés dans des espaces liminaires d expériences esthétique, ethnographique et politique, des formes conventionnelles de production de savoir sont défiées et des modes d actuation qui mobilisent, par delà les facultés intellectuelles, une série de sensibilités, affects et pratiques corporelles. La thèse fait appel à deux options de pratique d écriture et de construction du savoir qui problématisent des paradigmes classiques des perspectives herméneutiques. La première, qui fait allusion au modèle auto-ethnographique comme moyen d interroger les hypothèses binaires qui séparent auto (sujet) et ethno (collectivité), identité et altérité, souligne l importance du caractère constructiviste et performatif des productions d identité. La deuxième s investit de la potentialité d hybridisation d un mécanisme nommé espécies de despachos (espèces d expéditions), qui fait usage dune méthode performative d intervention dans l espace fondé sur la superposition de matériaux hétéroclites et contingents trouvés et expédiés dans des zones frontalières de villes situées entre l Amérique, l Afrique, l Asie et l Europe. L écriture suscitée par le moyen des matérialités dans des configurations désajustées remet en discussion la traditionnelle polarité entre sujet et objet et offre un modèle d analyse et de production de savoir qui met en évidence des procès d oscillation entre construction de sens et production de présence. L accentuation sur des ambivalences crées par des matériaux limitrophes de caractère processuel permet ainsi de donner de l importance au complexe et performatif état d émergence de la colonialité du pouvoir. Dans ce cadre, l engagement de la présence du corps dans les déplacements territoriaux cherche aussi à discuter les productions de subjectivité auto-ethnographiques, construites tout au long d une enfance et adolescence traversée par des conflits marqués par le transit entre des pays Occidentaux et Orientaux, hégémoniques et périphériques.
A tese investiga de forma crítica a dimensão autoetnográfica em experimentos de leitura e escrita em sintonia com novos pressupostos teóricos e epistemológicos no campo dos Estudos de Literatura, da História e da Antropologia, com o objetivo de refletir sobre a complexidade de construções identitárias contemporâneas no âmbito dos novos cenários de escrita no espaço literário e cultural. A partir do acento sobre a desarmonia criativa de novos projetos artísticos, com assinatura autoral e coletiva, localizados em espaços limiares de experiências estética, etnográfica e política, são desafiadas formas convencionais de produção de saber e propostos modos de atuar que mobilizam, além de faculdades intelectuais, uma gama de sensibilidades, afetos e práticas corporais. Duas alternativas de prática de escrita e construção de conhecimento que problematizam parâmetros clássicos de perspectivas hermenêuticas norteiam o desenvolvimento da tese. A primeira, referindo-se ao modelo autoetnográfico como questionamento de hipóteses binárias que separam auto (sujeito) e etno (coletividade), identidade e alteridade, enfatiza o caráter construtivista e performático de produções de identidade. A segunda explora o potencial de hibridização de um mecanismo denominado espécies de despachos, que se vale de um método performático de intervenção no espaço baseado na superposição de materiais heteróclitos e contingentes achados e despachados em zonas fronteiriças de cidades situadas entre América, África, Ásia e Europa. A escrita suscitada por estas materialidades em configurações desajustadas rediscute a tradicional polaridade entre sujeito e objeto e oferece um modelo de análise e produção de saber que destaca processos de oscilação entre construção de sentido e produção de presença. O acento sobre ambivalências formadas por materiais limítrofes de caráter processual permite deste modo dar relevo ao complexo e performático estado de emergência da colonialidade do poder. Neste âmbito, o engajamento presencial do corpo nos deslocamentos territoriais problematiza também produções de subjetividade autoetnográficas, construídas ao longo de uma infância e adolescência atravessadas por conflitos marcados pelo trânsito entre países Ocidentais e Orientais, hegemônicos e periféricos.
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Grace, Tidal. "Acting crazy : psychotherapy, dramatherapy, and drama? Autoethnographic play." Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/42675.
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Psychotherapy, acting, and drama therapy have traditionally existed as separate knowledge silos in the research cannon, although many interrelations exist between them. This research examines those interrelations through the researcher’s perspectives of being involved in all three as an actor/director, acting teacher/coach/facilitator, and an aspiring psychotherapist, using an autoethnographic stage play to tease out the general themes. The general themes that surfaced centered on the importance of desire, and its relationship to the will and self; how desire constructs meaning through language; psychology’s ambivalence with sexuality; the relevance of communitas and environment to learning; the pitfalls of therapy and drama; awareness; the self as an ultimate defence and survival mechanism; veneers and actualization as power grabs by the self; real caring versus professional caring; reality versus fantasy; rationality versus emotionalism; science/knowledge/mind versus art/faith/body; drama as therapy, and therapy as drama. The conclusion of this research examines a host of topics too: how these domains’ nomenclature is problematic; how the researcher’s self interacts in these three embedded environments; the potential interpersonal, social, and cultural impacts on participating in these programmes; the significance, strengths, and limitations of this research; the potential applications of its findings; and, future directions that are possible for further research.
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Linklater, Holly. "Making children count? : an autoethnographic exploration of pedagogy." Thesis, University of Aberdeen, 2010. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=167353.
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This autoethnographic exploration of pedagogy or the craft of teaching was undertaken while I worked as a reception class teacher in a large English primary school. Naturally occurring data that developed out of the process of teaching and learning were used to construct multiple case studies (Stake, 2006). An iterative process of analysis using inductive and deductive methods enabled me to explore the nuances of pedagogical practice, including those that had been tacitly or intuitively known. The work of Hart, Dixon, Drummond and McIntyre (2004) Learning without Limits, and the metaphor of craft were used as a theoretical framework to support this exploration of how and why pedagogical choices and decisions were made and justified. Analysis revealed how pedagogical thinking was embedded within the complex process of life within the community. Commitment to the core idea of learners’ transformability and the principles coagency, everybody and trust (Hart et al., op. cit.) were found to be necessary but not sufficient to explain pedagogical thinking. A principled belief in possibility was added to articulate how I could be determined for children’s learning without determining what would be achieved. Analysis of how these principles functioned was articulated as a practical cycle of choice, reflection and collaboration. This cycle ensured that the principles were shared within the community. The notion of attentiveness to imagination was developed to articulate how I worked to create and sustain an inclusive environment for learning. Attentiveness was used to reflect the necessary constancy of the process of teaching and learning. Imagination was used to articulate how the process of recognising children’s individuality was achieved by connecting their past, present and future lives, acknowledging how possibilities for learning were created by building on, but not being constrained by what had come before.
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Wright, Victoria Louise. "An autoethnographic account of giving lesson observation feedback." Thesis, University of Birmingham, 2016. http://etheses.bham.ac.uk//id/eprint/6430/.
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This thesis asks: what can an autoethnographic approach to research reveal about the relations between power, subject (s) and truth in the context of lesson observation feedback? As a Foucauldian inspired study, the thesis shows how experiences of giving and receiving lesson observation feedback reflect forms of knowledge and ways of being and behaving. The research engages with ongoing debates around the use of lesson observation as a tool to measure the performance of established teachers and as an approach to inform the development of student teachers. The thesis exemplifies a critical and ethically informed approach to a particular encounter: giving observation feedback. The selection, positioning and crafting of autoethnographies and the inclusion of empirical data leads to a reading experience that is continuous and discontinuous. Both the writing and the content of the thesis privilege the place of messy and subjective teacher experience in educational research. This is important as a deliberate stand that resists classification as to what kinds of encounters should be judged more meaningful. It promotes ways of drawing on a range of experiences that both student teachers and established teachers might employ in order to consider an aspect of their work more fully.
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Dale, Norman George. "Decolonizing the Empathic Settler Mind: An Autoethnographic Inquiry." Antioch University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1413921151.
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Lo, Chia-Ying. "Life disentangled : a performative autoethnographic inquiry on suicidality." Thesis, University of Bristol, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.682357.
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An invisible shadow was blocking my life making me unable to act or think as I wished to. It was an unpleasant life, a life not worth living. The feeling of desperation brought me to the point where I wanted to finish my life. I had tried to find rel.ease in many ways but I could not find one. I came to academia, hoping to do research on my own misery, to release the tangle binding me and to find a way to live on. Among many methodologies, I found the 'felt-text' of Spry's performative autoethnography and reckoned it could be helpful because it examined each subtle emotion or feeling contained in the narratives where my confusing life stories were told. Therefore, I applied the theories of her work in my inquiry on suicidality. In this dissertation, after a Prologue, there is a section of scripts and themes. The texts of my life stories are written in the form of dramatic scripts with narratives on one side of the page and physical movements on the other side. I show the elements of performativity of the texts in this way. After each script of my life stories, there is a theme. These themes are reflections from an aspect of the way I see the events that happened to me given by the title of the theme. After this section, I write about the processes of writing and reflecting as methodology. At the end, I have some thoughts concerning ethical and political issues because of the sensitive nature of this sort of inquiry. The process of writing this dissertation is the process of doing the inquiry and will continue. At different points within the process, some questions were answered, some problems were solved and some of the tangles that choked me were released
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Smith-Sullivan, Kendall. "The Autoethnographic Call: Current Considerations and Possible Futures." [Tampa, Fla] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002592.
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Go, Hyeon Jeong. "A state of transcendence in dance : an autoethnographic analysis." Thesis, Brunel University, 2011. http://bura.brunel.ac.uk/handle/2438/5901.
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Kruger, Jacques. "An autoethnographic exploration of “play at work” / Jacques Kruger." Thesis, North-West University, 2011. http://hdl.handle.net/10394/8460.
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This research brings together two concepts that are often depicted as polar
opposites. Sutton-Smith (2001) however suggests that the opposite of play is not work, but
depression, and moreover echoes other scholars in reclaiming play as an essential human
expression, even for adults. This study, therefore, argues that, given the precarious wellness
territory our workplaces are in, something about work is not working. It is furthermore
proposed that, given all the evidence of the therapeutic potential inherent to play, there is
indeed something nutritious at play in play. Despite these well-supported arguments, play
remains hidden away in the academic shadows of more serious industrial psychological
preoccupations. Surprisingly, the same conspicuous absence is even mirrored in Positive
Psychology, a bustling field that claims to celebrate glee, fun, and happiness (Seligman,
2002a).
Entitled “An autoethnographic exploration of play at work,” this dissertation leans on the
metaphor of “exploration”, or more specifically, exploratory play. This results in two distinct
yet interwoven dimensions to the research study. Firstly, the research approaches the
phenomenon of play and play-based methods in workshop contexts through the lived
experience of the researcher. Secondly, the research project in itself is conceptualised as work,
and the methodology of autoethnography is conceptualised as a playful approach to this work
of conducting research. Aside from widening the research scope, this also appropriately
matches research methodology to the research domain. Aside from being about play at work,
this research also is play at work.
Autoethnography, as a recent development in qualitative research, remains
unconventional and somewhat controversial in the South African social sciences.
Autoethnography, as an offspring of ethnography, offers a method to reflexively incorporate
the researcher’s own lived experience in the study of culture as a primary source of rich
phenomenological data. Instead of minimising the emotive and subjective, this research amplifies and celebrates it. Given a fair degree of unfamiliarity in terms of autoethnography
as well the accusation of being overly self-centred, the experience of the researcher is then
complemented by the views of a number of co-creators to the culture being studied. This is
done through external data-gathering in the forms of a focus group as well as number of semistructured,
dyadic interviews. While therefore leaning more toward postmodern themes, this
research also incorporates what has been termed analytical autoethnography (Anderson, 2006),
wherein the researcher is a full-member of the setting being studied, is portrayed as such and
is committed to theoretical analysis. This study can therefore be summarised as an
autoethnographic case study that balances evocative and analytical styles (Vryan, 2006) while
emanating from the philosophical assumptions of interpretivism and subjectivism. Internal
realities and meaning-creation are thus emphasised rather than the received views of
positivism.
The central research question being explored is how play and play-based methods
promote work-related well-being. To answer this question, firstly, play and play-based
methods are explored, both from a theoretical and practical point of view. From within
workshop (pedagogical) contexts, the play-based methods considered throughout this study
include metaphor and story, creative-arts-based play, physical-body play and also the
uncelebrated yet essential methods of icebreakers and games. A preliminary taxonomy is
proposed for play-based methods to offer description and to facilitate reflection and learning.
Descriptive elements in this taxonomy include interactive vs. solitary, competitive vs.
cooperative, motor-sensory vs. cognitive-mind, participative vs. vicarious and rule-bound vs.
improvisational.
Building on this exploration of play-based methods, the second aspect explored in more
detail has to do with the more internal and subjective experiences of participants, or players, if
you like. These experiences are then related to prominent concepts encountered in Positive
Psychology to, by proxy, understand how they relate to work-related well-being. Significant
themes that emerge from this include play as fun, play as mind-body integration, play as
authenticity, play as community, and play as stress-relief and resilience. This is then woven
into a creative non-fiction, in accord with a trend in qualitative research called creative
analytical practices (CAP) (Richardson, 2000). This creative non-fiction, detailed in Chapter
4, forms a key autoethnographic output that animates all these themes in a way that is
accessible, evocative and playful. Chapter 5 complements this chapter with an in-depth
exploration of the research journey as a confessional tale. While adopting the metaphor of hiking in mountains (exploring nature), this confessional tale clarifies the research process
and incorporates an in-depth analysis of the themes, both in terms of research data as well as
literature. This is supported by a number of separate appendixes, including interview
transcripts, depictions of the interview analysis as well as a number of photos from the field.
In terms of its uniqueness and unconventionality, this research joins in the choir of related
work to incorporate more contemporary research genres into the social sciences in South
Africa. By doing so, it opens up doors to phenomena that simply resist being studied with the
ontological and epistemological assumptions of conventional modern science. Furthermore,
the effect and impact of this research is that it provides accessible and practical ideas as to
how a synthesis of play and work can help us renew and rejuvenate our work and workplaces.
That is, how we can come alive in the work contexts that risk becoming sterile, clinical and
inhuman in the wake of Taylorist reductionism and efficiency. Given that state of work and
workplace, and the productive and therapeutic potential in play, indeed, we are too busy not to
play.Thesis (MCom (Industrial Psychology))--North-West University, Potchefstroom Campus, 2012
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Seane, Warona. "O Kae? An Autoethnographic Dramaturgy Through A Deliberate Incommensurability." Master's thesis, Faculty of Humanities, 2018. http://hdl.handle.net/11427/32109.
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This study focuses on the erasure of the black woman from the mainstream theatre space of South Africa as a provocation towards the creation of a dramaturgical process that pivots around the notion of 'deliberate incommensurability' as a catalyst for exploration. 'deliberate incommensurability' is a term I have coined myself as it suggests an agency in the black woman as subject and object of study. I suggest the requirement for an autoethnographic inquest in carrying out the research, as the methodology used in the creation of the processes and products of the study was Practice as Research (PaR). The methodology uses the modes of translation and literary studies in order to unpack the myriad ways in which the representation of the black female has effectively been an erasure of her presence. I detail four points of origin for the study drawn primarily from Gayatri C. Spivak and Toni Morrison. In addition, the study interrogates the processes towards creating O Kae? - a performance installation that evaluates the importance of opacity towards the self-representation of the Other in an attempt to discover an alternative aesthetic and creative praxis for myself.
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Chen, Renee Chia-Lei. "Autoethnographic Research through Storytelling in Animation and Video Games." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1461270639.
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Herrmann, Andrew F. "A Critical Autoethnographic Exploration of Narrative Momentum in Families." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/805.
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In communication and family studies, narrative inheritance Òprovides us with a framework for understanding our identity throughÓ the stories of those who preceded us in our families (Goodall, 2005, p. 497). Ballard and Ballard (2011) supplement the concept of narrative inheritance with the idea of Ònarrative momentum,Ó suggesting that family identity moves forward into the future through the narratives the family tells (p. 80). In this account, I question the hegemony of both concepts, particularly narrative momentum which discounts the variety of family types, while supporting the dominant cultural discourses of what defines Òfamily.Ó
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Brinn, Virginia H. "An Autoethnographic Journey Through Craftivism: Making with/for Meaning." VCU Scholars Compass, 2019. https://scholarscompass.vcu.edu/etd/6047.
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Through this dissertation, I set out to investigate how craftivism as a way of making with/for meaning might foster transformative experiences within the discipline of art education. My motivating questions for this research project as I began my qualitative process follow. In what ways does my art-making inform my teaching practice? How do both my art and teaching practice inform my research practice? In what ways does my feminist identity impact these practices, ways of thinking and knowing, and the process of becoming who I am? And why is this research relevant to the field of art education? Given the nature of my research questions, I employed qualitative methods to critically explore, research, gather data, analyze, to better understand my place within making with/for meaning and to ultimately discuss my findings.
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Grellier, Jane Isobel. "Learning reflective practice: an autoethnographic performance in six movements." Thesis, Curtin University, 2015. http://hdl.handle.net/20.500.11937/2523.
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This work is an autoethnographic performance of first-year teaching and learning at Curtin University in Western Australia in the years 2008–2014. I integrate traditional ethnographic and academic voices with narrative, poetry, composite choruses and voices of students and teachers. I also create a provocateur character, who problematises the institution and challenges easy responses to tertiary education. I seek to encourage the reader to join me in reflecting on learning and on managerialism in universities.
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Pandey, Kashi Raj. "Transformative learning through ethical dilemma stories: An autoethnographic study." Thesis, Pandey, Kashi Raj (2018) Transformative learning through ethical dilemma stories: An autoethnographic study. PhD thesis, Murdoch University, 2018. https://researchrepository.murdoch.edu.au/id/eprint/43078/.
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This research is an autoethnographic account of my experience of transformative learning as a researcher and practitioner. Specifically, it recounts the ways I have used Ethical Dilemma Story Pedagogy (EDSP) to explore interpretative and creative spaces for transformative learning both personally and with a group of pre-service teachers. The research allowed us, myself and the participants, to challenge some deeply embedded assumptions about teaching and learning for the purpose of revitalising our own professional judgments and practices.
Central to this thesis is the argument that the process of critically questioning one’s assumptions and decision-making in regard to other people and social contexts provides a much stronger foundation for transformative teaching and learning. I have enunciated a multifaceted methodology which is attentive to people, places and culture in an era where ethical decision-making appears to be receding in educational settings. In response, I have investigated, in depth, the use of culturally-relevant pedagogy or EDSP in English teaching in Nepal. Such endeavours, I believe, can encourage Nepalese educators to become more sensitive to the use of stories within the school curriculum.
The EDSP provides the context in which I/we engage in a transformative learning journey with the goal of prompting dialogue and educational change within Nepalese schools. The practice of critical reflection to create a more socially just world involves the realisation of mutual respect, collaboration, care, and trust. Although this thesis incorporates many personal truths from my own life, the research findings will serve to inform other educators who wish to utilise socio-cultural contexts connected to students’ lives as a transformative pedagogy in the Nepalese school system.
Keywords: Autoethnography, Transformative Learning, EDSP
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St-Pierre, Joannie. "Autoethnographie au secondaire en contexte scolaire québécois : représentations des tensions vécues lors d’incidents critiques." Thesis, Université d'Ottawa / University of Ottawa, 2021. http://hdl.handle.net/10393/41976.
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L’objectif de mon autoethnographie est de comprendre les tensions qu'engendrent les incidents critiques que je vis en salle de classe. Moi, doctorante et enseignante en français au palier secondaire en contexte scolaire québécois d’une région frontalière (Québec/Ontario), j’approfondis dans les dix chapitres de ma thèse mes représentations des tensions que je vis lorsque j’ajuste mes interventions éducatives dans mes classes.
La recension des écrits et le cadre conceptuel orientent ma compréhension des constructions identitaires, professionnelles et éthiques qui découlent d’incidents critiques. À l’aide de la méthode du récit autobiographique, de la méthode des incidents critiques et de la méthode de l’autoconfrontation, j’appréhende certaines données liées à mes représentations personnelles. Puis, la description de mes incidents ainsi que les similitudes et les distinctions entre mes représentations et celles de collègues œuvrant dans mon école (six participantes à des entretiens et trente-trois collègues dont les propos sont rapportés dans mon journal de bord audionumérique) s’ensuivent. L’analyse en mode écriture et l’analyse thématique en continu m’amènent à approfondir des tensions dues aux transformations identitaires, aux transformations du travail enseignant et aux médiations éthiques. Finalement, quatre recommandations concluent cette thèse.
Cette autoethnographie permet l’engagement dans des réflexions partagées à propos d’une préoccupation majeure en enseignement : l’incertitude liée aux possibles perturbations découlant d’incidents critiques. Malgré l’accent mis sur ma subjectivité, la qualité évocatrice d’une recherche autoethnographique, à travers la description de mon quotidien empreint de tensions, témoigne de la complexité d’un vécu professionnel qui est, à ma connaissance, peu abordée de façon descriptive et nuancée.
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Simeus, Vardine K. "My Dance with Cancer: An Autoethnographic Exploration of the Journey." NSUWorks, 2016. http://nsuworks.nova.edu/shss_dft_etd/20.
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Sometimes when a person who has been diagnosed with cancer finds out that his or her cancer returned and continuously has to go for surgeries, treatments, regular follow-ups, and continued overtime to deal with the same life-threatening illness, he or she can actually feel frozen due to feeling depressed and anxious in not knowing how to move forward with life. Dance is a metaphor used in this study to move forward. Psychotherapy can offer major benefits to help cancer patients cope with the depression, anxiety, stress, and other emotional reactions that often accompany a cancer diagnosis (Stuyck, 2008). Many studies have explored the benefit of psychotherapy for cancer patients, but little is known about the personal narratives of cancer patients who sought individual therapy to talk about their experience with cancer. The purpose of this study is to explore, through autoethnographic inquiry, what role dance plays in the process of seeking individual therapy. It also explores the impact of facing cultural biases that exist in the Haitian culture about mental health. Finally, this study explores what role psychotherapy played in my reflective therapeutic journal that I wrote while in therapy. This autoethnography was written from a first-person perspective, thus giving readers the chance to enter into the researcher’s world. This study brings a social constructionist and systemic understanding to the experience of being a Haitian Marriage and Family Therapist cancer patient who sought individual therapy and became transformed by accepting my therapist’s invitation to dance with cancer. Additionally, this study examines my unique position as a Marriage and Family Therapist to receive therapy.
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Goodwin, A. J. ""Us vs Them" : inpatients or fellow inmates? : an autoethnographic exploration." Thesis, City, University of London, 2017. http://openaccess.city.ac.uk/20386/.
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Research shows that mental health professionals hold stigmatizing and negative attitudes towards people with mental health problems. Professionals can engage in “othering” whereby they create distance between themselves and the “different” patient, diminishing discomfort. There are significant mental health difficulties amongst professionals, but there is insufficient research exploring clinicians with lived experience, including how this impacts and/or enhances clinical practice. How professionals manage occupying multiple positions, such as professional and patient, has not been sufficiently explored, perhaps owing to the stigma in the profession. I employed Autoethnography, a method and methodology (Campbell, 2016), to critique, contribute to and extend existing research and theory. I seek an increase of insight, facilitation of social consciousness, and societal change (Adams, Linn & Ellis, 2015, p. 33). This research is a direct response to the persistent gap in literature when it comes to firsthand accounts of inpatient psychiatric treatment (Short, Turner & Grant, 2013, p. 41) and a call for more writing from professionals working in mental health with lived experience. I used my insider knowledge of a cultural phenomenon (life of a wounded healer in training) and a life-altering experience (being admitted to a psychiatric institution) to critique cultural norms and practices amongst mental health professionals, including myself. The data collection and analysis was iterative and resulted in the production of an evocative narrative. I provide the reader with a theoretical chapter that discusses salient themes that arose during this process and link these themes with parts of the narrative. I demonstrate that autoethnography can be a particularly valuable method for counselling psychologists and conclude with a number of implications and suggestions for practice stemming from my research. By using myself as both the researcher and the researched, while highlighting my hybrid identity of patient and professional, I blur the boundaries that could otherwise perpetuate othering.
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Martinez, Simone Shonte. "An autoethnographic study: An identity lost and a passage discovered." Scholarly Commons, 2019. https://scholarlycommons.pacific.edu/uop_etds/3591.
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The professional careers of teachers with a chronic illness can sometimes be devastating. This study addresses the insufficient understanding of the identity crisis a teacher goes through when one is suddenly diagnosed with a chronic illness. While researching different types of theories, identity theory best fit this topic and my interest. Within identity theory, there are four perspectives to view identity. The four perspectives are Nature, Institution, Discourse, and Affinity identities. In order to understand identity, one must understand how identity is formed. Chronic illness identity is a change from all other identities that have been constructed. This study uses a qualitative analysis method to explore chronic illness and its effect on identity and disclosure in the teaching profession. Autoethnography was used as a research tool to explore personal experiences. Studying a disability can change society’s perspective on how invisible disabilities are viewed. The following study is the chronicled written account of a teacher with multiple chronic illnesses. Trauma impacts the way one perceives themselves. Chronic illnesses are just the type of trauma that can be a dream assassin or a dream deliver. Writing uncovered a multidimensional intersecting identity. It was not just about the lost identity, it is about changing my fixed mindset and revealing the identity that was thought to be lost. Hopefully someone will find solace in finding their passage to reconstructing their identity.
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Culkin, David T. "A need to heal: an autoethnographic bildungsroman through the shadows." Diss., Kansas State University, 2016. http://hdl.handle.net/2097/34454.
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Doctor of PhilosophyDepartment of Educational Leadership
Kakali Bhattacharya
Royce Ann Collins
How can an adult make meaning from and develop through experiences of mental illness, spiritual awareness, and death? The purpose of this autoethnographic bildungsroman is to explore how a male in the general population describes how life events have influenced his identity development over a period of 23 years, spanning three decades. The researcher-participant asks two primary questions: 1) How does the individual describe his adult development in terms of life events or “individual and cultural episodes” (Smith & Taylor, 2010, p. 52) related to mental illness, spiritual awareness, and death over time? and 2) How does the individual describe his possible selves in constructing a new sense of identity? Addressing these questions contributes to the literature of adult and continuing education by providing a glimpse into stories of lived experiences over time in the light of adult development.
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Applegath, Caroline. "Remembering, reclaiming, re-remembering : an autoethnographic exploration of professional abuse." Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/31293.
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This thesis is an autoethnographic exploration and articulation of aspects of my lived experience of the longterm impact of professional abuse. It is a context-dependent single case study written from a researcher-participant-counsellor perspective. In my review of the literature I demonstrate the challenges of researching and documenting the direct experiences of women who have been sexually exploited by male professionals. These challenges stem from our natural human tendency to deny traumatic experience, and from the prevailing culture of many social institutions which continues to have the effect of silencing women's voices and discrediting women's experience. The methodological approach I have taken in this thesis is evocative autoethnography. I have chosen this approach in order to document and analyse my present embodied experiences of remembering past abuse, continuing feelings of loss, and unfulfilled longing for resolution and release. I explore the relationship between my past and present selves in context, and consider the therapeutic possibilities of combining memory work, lifewriting, poetry, and imagination to create texts of remembering and re-remembering, to reclaim both what is and what might have been.
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McNulty, Joanne. "Being betwixt and between strangeness : an autoethnographic exploration of transition." Thesis, Manchester Metropolitan University, 2017. http://e-space.mmu.ac.uk/618328/.
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In general terms, transition is considered to be linear movement across periods of change. This thesis aims to question and challenge such conceptualisations, offering a reconsideration of what transition means and how it might be experienced. The research explores a Senior Lecturer’s personal experiences of moving to a new place of work, entangled with the experiences of undergraduate students as they move to university. Competing perspectives of transition as passage through an onwards and upwards trajectory to blurred and disjointed happenings are pursued in order to make gestures towards new representations of transition as a complex notion, which can disorientate and make the familiar strange. Using a postmodern analytic autoethnographic methodology, the research works with data from a research journal, focus groups and interviews, to engage and grapple with the concepts of identity, self and other. It is a grappling, which has the capacity to unsettle conventional, totalising interpretations of what might seem to be the ‘reality’ of transition. The methodology is put to work in pursuit of alternative and fractured stories of transition, through the entwining of multiple and mutual selves. Psychoanalysis provides the theoretical framework, working, in particular, with Kristeva’s notions of subjectivity and rejection of other, alongside Lacan’s mirror stage and graph of desire in an attempt to further understand transition and the impact it has on identity. This includes reference to a personal reconceptualisation of the abject as ‘worksickness’ and how this is manifested as a proactive endeavour to make the strange familiar. The data analysis is structured around ‘illusions’ rather than themes that allow for the interrogation of shadowy ‘figures’ emerging from the data: ‘tour and detour’, ‘betwixt and between’ and ‘pollution’. Through the use of a number of mirror metaphors, the analysis shatters the data into fragments to create multiple diversions that maintain the entanglement of identities, rather than an essentialist rendering of a ‘self/other’ dichotomy. This study represents transition as an incomplete and paradoxical experience, which can both threaten and create barriers to, as well as strengthening aspects of identity, offering ways to reconfigure new and competing representations of self. It concludes that if transition is never achieved, since we are always in movement, then the strategies that are often used to ‘smooth’ transition require reconsideration.
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Butler, Olivia. "Let's Do Away with Urban : Autoethnographic Adventures in Stockholms län." Thesis, Stockholms universitet, Kulturgeografiska institutionen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-182403.
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The spatial categorisations of urban and rural are still used in academia, lay terminology and policy formation in spite of a postmodern obsession with the deconstruction of binaries. Hitherto, the urban rural dichotomy has been exposed to little scrutiny, and the critiques that have been made come from the epistemological standpoint of total urbanisation which assumes the rural will be effaced by a perennial urban sprawl. The rural urban dichotomy is a derivative of the larger ideological dualism of nature and society and it has long been postulated, particularly from the standpoint of political ecology, that in the Anthropocene, nature does not exist beyond human influence. This would, in theory, support the theory that rural space is becoming effaced. Previous studies have, however, demonstrated that this subjugation of the rural to the urban works to stigmatise rural populations and engender disenfranchisement that has led to a resurgence in far-right nationalism across much of Europe. This subjugation has been enforced through this very urban norm in which both technocrats and academics favour the urban as a field for policy formation and research. When attempting to define the urban and the rural, it was found that the terms (a) are confused and confusing, evading any useful definition; (b) perpetuate a false neutrality that assumes a linear progression from rural to urban and (c) fail to recognise the complexities of space which resists binary distinctions. As such, I used Lefebvre’s spatial trifecta which suggests space is produced by three complimentary and contradictory processes: of perceived space (the material space of what we can actually see and touch, altered by seemingly banal everyday practices), conceived space (the (re)representations of space that are circulated by planners and technocrats) and lived space (the affectual space of emotion, memory and meanings) in order to think through the problems of the binary. As such, this thesis aimed to explore whether the urban and the rural still function as legitimate spatial categories and, in doing so, used an emplaced, embodied and mobile exploration of five case studies within Stockholms län in order to explore the phenomena. This was appropriate as it mirrored the affectual potential believed to be induced through rural and natural landscapes. Indeed, by developing a methodology that can better account for lived space, we can attempt to dislodge perceived and conceived spaces as the more easily accessible conceptual framework for thinking through space. The findings showed that there were many different species of urban and rural spaces, many spaces that were both urban and rural and many that were neither. Indeed, an acquiescence of purportedly rural and urban features within purportedly urban spaces, and vice versa, was the most telling result in terms of disrupting the idea that the urban and rural are stable but antipodal spatial categories. I also found the rural to be a coterminous process that produces space with and against urban landscapes, and thus should not be subjugated.
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Bucek, Loren Elizabeth. "Children's Dance-Making: An Autoethnographic Path Towards Transformative Critical Pedagogy." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1366147483.
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Bergman, F. (Frida). "The curious case of culture in international business:an autoethnographic study." Master's thesis, University of Oulu, 2019. http://jultika.oulu.fi/Record/nbnfioulu-201905091680.
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Abstract. The topic of this thesis is how culture and intercultural communication manifest themselves in today’s business environments. This thesis reflects on the relevancy and accuracy of the prominent intercultural communication theories of Edward T. Hall (1989) and Geert Hofstede (1986; 2010) in the light of the personal experiences of individuals who are currently working in international business environments.
The theories of Hall and Hofstede are regarded by some as the key theories of intercultural communication, which is why these two were chosen as the specific theoretical focus for this thesis. The theories have since received some criticism for taking too many liberties in generalizing entire populations of people based on the perceived prominent aspects of different cultures (e.g. hierarchy of Japanese culture and individualism of American culture).
The research method used in this thesis is analytic autoethnography. This choice of research method not only influences the language used in this thesis but also the structure of the paper. The data of this thesis consists of the personal experiences of myself and three interviewees. These personal experiences are examined in the light of the theories of Hall and Hofstede in an attempt to discover how well the theories reflect the real-life experiences of people working in the business world, and to offer the reader insights into how culture manifests itself in business environments.
The data used in this thesis shows that while the theories can still be considered somewhat relevant in the intercultural business environments of today, the relevancy seems limited to very specific instances. Additionally, it seems that reliance on the theoretical framework for cultures which the theories provide may even hinder actual intercultural communication situations in the business world. The data also shows that other forms of culture — such as organization culture and profession culture — are perhaps more important than national culture in business contexts, something which the theories of Hall and Hofstede do not seem to address adequately.
This thesis does not definitively answer how intercultural communication should be addressed now or in the future. However, this thesis aims to provide the reader with ideas and insights into intercultural communication in real business environments.Tiivistelmä. Tämän opinnäytteen aihe on, kuinka kulttuuri ja interkulttuurinen kommunikaatio ilmentyvät nykypäivän bisnesympäristöissä. Tässä opinnäytteessä tutkitaan, kuinka hyvin Edward T. Hallin (1989) ja Geert Hofsteden (1986; 2010) merkittävät teoriat interkulttuurisesta kommunikaatiosta vastaavat kansainvälisissä bisnesympäristöissä työskentelevien henkilöiden omia kokemuksia.
Aikaisemmassa aiheeseen liittyvässä kirjallisuudessa Hallin ja Hofsteden teorioita interkulttuurisesta kommunikaatiosta pidetään merkittävinä, minkä takia nämä kaksi teoriaa valittiin tämän opinnäytteen fokukseksi. Näitä teorioita on kritisoitu muun muassa siitä, että ne yleistävät liian vapaasti kokonaisia väestöryhmiä näennäisesti erilaisten kulttuuripiirteiden perusteella (esimerkiksi hierarkkisuus Japanissa ja individualismisuus Amerikassa).
Tässä opinnäytteessä käytetty tutkimusmetodi on analyyttinen autoetnografia. Tutkimusmetodin valinta on vaikuttanut tutkimuksessa sekä tutkimuksen kirjoitustyyliin että opinnäytteen rakenteeseen. Tutkimuksessa käytetty aineisto koostuu sekä tutkijan omista että kolmen haastateltavan henkilökohtaisista kokemuksista. Näitä henkilökohtaisia kokemuksia tarkastellaan Hallin ja Hofsteden teorioiden avulla. Tutkimuksen tavoitteena on selvittää, kuinka hyvin nämä teoriat vastaavat aineistossa ilmentyviä tosielämän henkilökohtaisia kokemuksia ja kuinka kulttuuri ilmentyy bisnesympäristöissä.
Aineistosta ilmenee, että vaikka teorioissa esiintyykin yhtäläisyyksiä todellisten henkilökohtaisten kokemuksien kanssa, teorioiden hyödyt rajoittuvat kuitenkin vain tietynlaisiin tilanteisiin. Lisäksi aineistosta ilmenee, että liiallinen tukeutuminen teorioissa esitettyihin kulttuurisiin raameihin voi jopa osoittautua haitalliseksi todellisissa interkulttuurisissa kommunikaatiotilanteissa. Aineistosta käy myös ilmi, että bisneskonteksteissa kulttuurin muut muodot, kuten organisaatiokulttuuri ja ammattikulttuuri, ovat mahdollisesti olennaisempia kuin kansalliskulttuuri, mitä Hallin ja Hofsteden teoriat eivät käsittele tarpeeksi kattavasti.
Tämä opinnäytetyö ei kykene vastaamaan siihen, kuinka interkulttuurista kommunikaatiota pitäisi käsitellä teoreettisesti nyt tai tulevaisuudessa. Työn tavoitteena on kuitenkin tarjota lukijalle ajatuksia ja näkemyksiä siitä, kuinka interkulttuurinen kommunikaatio toimii kansainvälisissä bisnesympäristöissä.
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Green, Megan. "Bikies, burqas and Bakhtin: Autoethnographic reflections on a carnivalesque life." Thesis, Green, Megan (2018) Bikies, burqas and Bakhtin: Autoethnographic reflections on a carnivalesque life. PhD thesis, Murdoch University, 2018. https://researchrepository.murdoch.edu.au/id/eprint/41553/.
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Autoethnography, as one of its leading practitioners Carolyn Ellis notes, allows the researcher to examine and write about their life in ways that are analytical, evocative and highly personal. Utilising this self-reflexive methodology and drawing on an eclectic set of data from both the past and present, I explore the way in which my life has exhibited aspects of Mikhail Bakhtin’s “carnivalesque” mode, and how certain humorous enactments have worked to undermine cultural conformity. I also critically reflect on my upbringing in a Christian family and attempt to draw a link not only between my own personal faith and carnival, but a broader connection between Christianity and the carnivalesque. The trickster – a key carnival figure – is simultaneously examined, manifest throughout not only in specific comic instances, but via the unorthodox nature of the thesis itself, which incorporates humorous paraphernalia such as memes, tweets and comic strips, and intertwines the “creative” and the “theoretical” in ways that are illuminating and occasionally disharmonious. Subjective experiences are filtered through various theoretical frameworks, among them feminist, anthropological, sociological and theological, contextualising the writing, and grounding it within an academic setting.
As is often the case with the autoethnographic approach, outcomes are less easily defined, more open to interpretation and reinterpretation, and it is for this reason that I speak of personal “reflections” rather than “findings” when discussing this thesis. What has emerged is the sense that my life is strongly informed by the carnivalesque, interwoven with moments of trickster-like disruption that often serve to challenge the status quo. Alternatively, I have encountered instances of extra-carnival behaviour, of subscription to those same cultural norms I claim to undermine. Significantly, such inclinations are often treated with an ironic, mocking glance, thereby channelling the self-directed laughter of carnival. Part of the uniqueness of this thesis lies in the fact that it diminishes the traditional distinction between theory and practice. Rather than simply examining the carnivalesque from a comfortable distance, I employ autoethnography as a means of embodying the carnivalesque, illuminating Bakhtinian theories such as dialogism in and through the research process, outcome and artefact. In this way, scholarship on both the carnivalesque and doctoral writing (particularly in the arena of creative arts) is extended and reimagined. This thesis seeks to shed new light on the carnivalesque by placing it within a particular, idiosyncratic context (the life of a 21st century, white Australian woman of Christian heritage) and by “living out” the humorous and subversive potentiality of carnival.
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Cook, Victoria Hyne, and Victoria Hyne Cook. "Autoethnographic Art; Transformative Explorations of Self within a University Art Classroom." Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/626321.
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Through this research study my aim was to critically examine the ways in which multimodal, autoethnographic art can enhance and expand educational experiences in general education art classrooms. The study investigates how participants’ perceptions of self and others within culture transform over a semester-long qualitative arts-based study. The study’s goal was to uncover teaching and learning strategies that help to disrupt traditional academic boundaries using autoethnography to create an engaged, cooperative university classroom environment.
The participants for this study included 77 students in a general education art and culture course and myself as the co-teacher and researcher. Autoethnographic data were collected throughout the course in the forms of art research journals, pre-and post course questionnaires, researcher field notes, recorded class discussions, on-line discussion boards, notes from one-on-one student/researcher communications and field notes from participants’ final multimodal, autoethnographic art pieces and presentations. The methods used for the study were a modified version of arts-based and grounded theoretical research models. A heavy emphasis was placed on the participants art-making and sharing their work with others in the study. The findings from the study indicated most of, many of participants experienced advancement in their understanding of self within culture and developments of new insights into the experiences and perceptions of others in the study.
Results from the study confirm a steady growth in participant engagement and development of cooperative class environment throughout the semester. This study contributes to existing scholarship on the generation of new knowledge from arts-based research models, multimodal autoethnograpy as method, teacher/student relationships in academia, and risk-taking in teacher professional development.
The findings from the study might provide support and encouragement for meaningful discussions about the significance of exploring self through art making and art sharing in academic settings. By highlighting the achievements of the use of autoethnography as a method of inquiry, this study will add to the larger discussion of teacher and student identity in art education classrooms.
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Arnold, Bram. "Walking home : the path as transect in an 800km autoethnographic enquiry." Thesis, University of the Arts London, 2016. http://ualresearchonline.arts.ac.uk/9634/.
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This practice-based project articulates the notion of an autoethnographic transect using Walking Home, a particular journey that I made in 2009, as its foundation. Borrowing key terms from the fields of ethnography and ecology, the project articulates a new contribution to knowledge by expanding the notion of a transect and using methods appropriated from autoethnography to generate visual arts practice in the wake of a long distance walk. Walking from London, England to St. Gallen, Switzerland the journey was undertaken in the wake of my father’s death. The key principle this project takes from autoethnography is that the position of the emotive self, as researcher and researched, can offer unique insights into a given field. Methods borrowed from autoethnography and ecology are re-employed throughout a transdisciplinary practice and body of research that, through the development of an ecological from of subjectivity, articulates an autoethnographic transect. The project expands the scale of a transect, from a line drawn across a field, to a journey taken across Europe; one that is drawn, walked and talked into being. Walking Home is presented in a holistic form whereby contextual and critical work is interwoven with and within practice: writing, image making, performance and installation. This interwoven process, whereby the practice and research become an inherent part of each other, is exemplified through a body of work called Fondue, a performance, taking place as a dinner party, which has evolved out of my engagement with autoethnography. An exhibition took place in Spring 2015, the outcomes of which are folded into this thesis. Articulating the notion of an autoethnographic transect as a new method within the field of visual arts practice this thesis will be of interest to performance practitioners, artists and writers engaged with the field of walking as a form of practice or process.
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Higgins, Anna-Gret. "Counsellors' experience of being changed by clients : a narrative autoethnographic inquiry." Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/counsellors-experience-of-being-changed-by-clients-a-narrative-autoethnographic-inquiry(b87cc478-c073-4fb3-a925-28aa3b105d78).html.
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This thesis addresses four research questions: 1. Are counsellors changed by their clients? 2. If so, how do they make meaning of any change? 3. How does the academic literature explain these changes? 4. How do counsellors ensure change is positive?Previous research has largely focused on the negative effects of clients' stories on counsellors. The potentially positive impact is relatively unexplored - despite the fact that research suggests that it is possible for people who directly experience a wide range of traumatic experiences to grow as a result (Tedeschi & Calhoun, 1996). Moreover, a handful of research studies has suggested that it is possible to experience these changes vicariously (Manning-Jones, deTerte & Stephens, 2015). This thesis describes a qualitative research study carried out with eight counsellors who worked either in a hospice (counselling clients experiencing bereavement or illness) or in private practice (counselling clients who had experienced sexual violence). Narrative inquiry and autoethnography were used to collect and analyse counsellors' stories of being changed by their clients and re-presented as poetic representation, visual art and polyvocal texts. The results show that counsellors do indeed share stories of being changed: sometimes for the worse but often for the better. These changes are in the areas of self-perception, interpersonal relationships and life philosophy and are largely consistent with conceptualisations of vicarious posttraumatic growth. However, what drives change is different. In hospice counsellors, mortality awareness is the driver for change; whereas human cruelty and brutality is the driver in counsellors who work with clients who have experienced sexual violence. Counsellors draw on a number of alternative discourses to make meaning of their experience and this reflects different counselling modalities. The counsellors' stories of change may represent personal growth or reflect western metanarratives linked to a quest for identity. These findings are discussed in relation to the training and supervision of practitioners.
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Knoesen, Theoniel. "Understanding key events in authentic transformational leadership development : an autoethnographic approach." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/96204.
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Thesis (MBA)--Stellenbosch University, 2014.The purpose of this research study is to understand the impact of key life experiences on the authentic transformational leadership development of the researcher. The document outlines the events that signify the leadership development of the researcher, from his earliest years in the fishing village of Mossel Bay, through to the tertiary years in Cape Town, to where he finds himself working for a Johannesburg Stock Exchange (JSE) listed corporate company. The researcher makes use of autoethnography as a research method. Narratives are used to capture life or to trigger events in a way which enables the researcher to get a better understanding of whom he has become as a leader. The researcher has reviewed positive events, as well as events which had a negative impact on his development as leader, such as the low level of involvement of the father figure during his upbringing. The narratives draw a lot from the experience of being raised predominantly by the mother and how this shaped certain transformational aspects of the researcher’s leadership profile. Furthermore, the narratives also viewed the impact of certain early interactions and experiences in the researcher’s work life which influenced the ethical development of his leadership approach. The researcher concludes with a summary of key themes that emerged during reflection of trigger events and experiences, which he hopes may contribute toward others finding their own leadership profiles.
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Griffin, Nathan David Stephens. "Queering veganism : a biographical, visual and autoethnographic study of animal advocacy." Thesis, Durham University, 2015. http://etheses.dur.ac.uk/11022/.
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I am vegan. This means I eschew animal products (such as meat, dairy and eggs) for ethical reasons. Academic interest in animal advocacy is expanding, as evidenced in the emerging field of Critical Animal Studies (Taylor and Twine, 2014). However, concurrent with a ‘criminalization’ of legitimate protest since 9/11 (Gilmore, 2013), empirical research suggests a tendency for mainstream media sources to ridicule, misrepresent and discredit vegans (Cole and Morgan, 2011). I examine the events and experiences that have been significant in shaping the biographies of vegan animal advocates. I use biographical interviews with twelve (12) vegans alongside visual methods, and autoethnography. Participants created comics -the narrative juxtaposition of words and images- about their lives, and I created an ‘autoethnographic’ comic about my biography as a vegan researcher, thus examining animal advocacy from a reflexive, situated vegan perspective. I found that vegan identity is often subject to normalizing processes (Foucault, 1977), and is necessarily fluid across social situations (as evidenced in descriptions of ‘coming out’ vegan). Vegan identity is performed and achieved in various embodied ways. These processes intersect with other social structures such as gender and sexuality. Access to cultural narratives about veganism is also significant in the experience of participants. The project contributes to the diverse fields of Biographical Research and Critical Animal Studies, adding rich biographical and visual data to existing empirical evidence around animal advocacy. It sets a precedent for the potential use of comics in research, particularly in connection with queer methodological approaches that challenge existing representational forms and focus on fluidity. It also offers novel applications for autoethnographic and visual biographical approaches.
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Suominen, Anniina. "Writing with photographs, re-constructing self: an arts-based autoethnographic inquiry." The Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1061236352.
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RedCorn, Sean Alexander. "Set the prairie on fire: an autoethnographic confrontation of colonial entanglements." Diss., Kansas State University, 2017. http://hdl.handle.net/2097/36214.
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Doctor of EducationDepartment of Educational Leadership
Kakali Bhattacharya
There is minimal scholarship related to modern Osage perspectives in the field of education. Yet, the pursuit of cultural healing relies on self-representation to move Osages toward a higher degree of self-determination, and calls for voices within the community who share zones of cultural and professional intersectionality. Using Red Pedagogy (Grande, 2008) and traditional Osage ribbon work (Dennison, 2012, 2013) as a framework, this critical Indigenous autoethnographic inquiry works to advance conversations about settler-colonial entanglements in education from the perspective of an Indigenous (Osage)-White educator and educational leadership doctoral student. This inquiry uses writing as both field and method (Richardson & St. Pierre, 2005) to explore Osage perspectives related to topics of Transformational Indigenous Praxis (Pewewardy, 2017), White privilege (McIntosh, 2003) as a pale-skinned American Indian, American Indian mascots (Pewewardy, 2000) from educational leadership perspectives (NPBEA, 2015; Waters & Cameron, 2007), and ecologically informed consciousness (Cajete, 1994).
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Zimmerman, A. Lynn. "The ground I walk upon : an autoethnographic performance in responsible rhythm /." Available to subscribers only, 2007. http://proquest.umi.com/pqdweb?did=1459907261&sid=4&Fmt=2&clientId=1509&RQT=309&VName=PQD.
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Suominen, Anniina. "Writing with photographs, re-constructing self an arts-based autoethnographic inquiry /." Connect to this title online, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1061236352.
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Thesis (Ph. D.)--Ohio State University, 2003.Document formatted into pages; contains x, 183 p. Includes bibliographical references (p. 173-183) Abstract available online via OhioLINK's ETD Center; full text release delayed at author's request until 2005 Aug. 19.
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Hayes, Gianina Shamarr. "From Misdiagnosis to Prognosis: Autoethnographic Layered Accounts of Life with Mastocytosis." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6250.
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This study was an autoethnography authored in the form of layered accounts. It was based on my journey toward a correct diagnosis with the rare, orphan disease known as mastocytosis. The purpose of the study was to utilize my experiences to investigate mastocytosis from the perspective of an individual diagnosed with the disease. Furthermore, I investigated what ways and how much adult education philosophies and principles (e.g., humanistic, behaviorist, and adults’ involvement in learning) may have been salient in my being correctly diagnosed to examine not only the disparities, but also the similarities in the way each physician I encountered approached the diagnostic process.
The layered accounts—written in three distinct layers—revealed my perception of my journey toward a correct diagnosis as blind, discouraging, and isolating (layers one). Also noted in layer one are detailed descriptions of my bouts with chorea (extreme, uncontrollable spasms affecting the limbs), which was rarely discussed in the literature. The responses of those around me (layer two) ranged from shock, genuine concern, uncertainty, judgement, dismissal, disbelief, humor, anger, hurt, and positivity. Pertinent literature on mastocytosis was juxtaposed with my experiences divulged in the first layer and highlighted similarities in the approach to the diagnostic process taken by the physicians who treated me and multiple disparities between what the literature states my experience as someone diagnosed with mastocytosis versus my actual experiences (layer three).
In addition to identifying the most salient adult education philosophies and principles in my journey to a correct diagnosis, this research identified parallels between the facilitator-learner relationship in adult education and the physician-patient relationship. The results implicate three principles and three philosophies salient to my correct diagnosis, along with one philosophy and one principle which were the most salient. An overarching theme of self-directedness emerged along with a multiple disparities between what the literature states my experience should have been versus what took place as I sought medical care.
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Perez-Langley, Olivia Gessella. "From Text to Textile: An Autoethnographic Exploration of the Guatemalan Huipil." OpenSIUC, 2017. https://opensiuc.lib.siu.edu/dissertations/1461.
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In this dissertation, I autoethnographically explore the Guatemalan traditional blouse, a huipil, as a cultural object of identity, where the objectification of clothing is blurred as intertextual, and can be seen as both object and art. I argue, the huipil is situated within the purview of Latina/o communication studies, contributing to the conversation of a created, a woven, and a worn mestizaje. In chapter two, I discussed the historical significance of Rigoberta Menchú as a key international historical figure. Who preserves the cultural, historical, and political significance a representation of Guatemalan Indigenous women by continuing to wear her full traditional traje. In chapter three, I moved to discussing the performance art works of Regina José Galindo. I worked to construct a historical view of Guatemala for myself as shown through Galindo’s performance art work. I attempted to find answers to Galindo’s understanding of the huipil. In chapter four, I discuss who further contributed to the overall understanding of the huipil as significant to their cultural, historical, and political orientations as women from Guatemala during my research interviews. I developed a sense of the fabricscape woven to construct an identity based on clothing that communicatively segregates the Indigena and Ladina women into those categories. Finally, I turned to the Guatemalan experiences I had as family member, friend, and American scholar focusing on the huipil. The textile that carried me through my journey to and from Guatemala. I dressed the part of the dissertation as I wear this meaning in Mi Huipil and weave this document from and back into that embodied experience.
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Eisenbach, Brooke Boback. "Stories of Care in the Virtual Classroom: An Autoethnographic Narrative Inquiry." Scholar Commons, 2015. https://scholarcommons.usf.edu/etd/5477.
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Since their inception in 2006, K-12 virtual classrooms have spread across the nation, reaching millions of students every day. Despite the technological changes in today's society, adolescents who lack key personal characteristics may struggle to successfully complete online coursework. A caring teacher-student relationship may assist today's virtual learners in ways that enhance motivation, learning, and online education success. Although a veteran teacher of nine years, in this autoethnographic narrative inquiry, I shared my experience as a novice, English I virtual teacher as I strived to enact relational with my virtual education students.
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Silverman, Yehuda. "Uncertain Peace: An Autoethnographic Analysis of Intrapersonal Conflicts from Chabad-Lubavitch Origins." NSUWorks, 2017. http://nsuworks.nova.edu/shss_dcar_etd/71.
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This research focused on a micro-analysis of intrapersonal conflicts that originated from an upbringing of Chabad-Lubavitch, a spiritual branch of Judaism. The cultural stress and uncertainty of how to be labeled within a Chabad-Lubavitch framework is also explored from an insider’s perspective through autoethnography, which provided unrestricted access to intrapersonal conflicts, and reduced the risk of psychologically harming other Lubavitchers. Field theory, human needs theory, uncertainty-identity theory, culture-stress theory, and communication accommodation theory provided an interdisciplinary theoretical foundation to analyze the manifested intrapersonal conflicts. The collected data consisted of culture and family diagrams, recorded intrapersonal conflicts, archival materials, and a supplementary reflexive journal. This analytical autoethnography expands social science research through the data analysis and findings, which discusses how originating from a culture of Chabad-Lubavitch has impacted the past, present, and potential future of intrapersonal conflicts. Cultural customs, private and public life perceptions, historical trauma, and environmental stressors were noted as significant factors that contributed to intrapersonal conflicts. The recommendations of this study include possible approaches to reframing intrapersonal conflict that may contribute to cultivating internal peace for members of this community experiencing cultural stress.
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Lachance, Graeme. "Living Pedagogies of a Game-Master: An Autoethnographic Education of Liminal Moments." Thesis, Université d'Ottawa / University of Ottawa, 2016. http://hdl.handle.net/10393/34468.
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This study presents the concept of the pedagogy of the game-master. Written from a bricolage of autoethnographic perspectives, a fractured narrative was (de)composed out of the author’s dual experiences as educator and game-master of fantasy tabletop-role-playing games. The narrative seeks to evoke the blurred boundaries of what it means to occupy each role, dwelling between fantasies, (teaching) realities, and player/person/persona identities (Waskul & Lust, 2004), constructing and remaining in the middle of a bridged pedagogy which spans education and tabletop role-playing. From the narrative, the latter section of this manuscript presents a discussion of how the liminal duties of the game-master might help draw educators to and beyond the boundaries of what is possible in education.
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Nguyen, Hong Thi Minh. "Living in two worlds| An autoethnographic study of a Vietnamese American family." Thesis, Fielding Graduate University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3689054.
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The controversies and political conflicts associated with the Vietnam War led to three resettlement waves of Vietnamese refugees to the United States. Adapting to a new set of American customs and cultural traditions challenged many Vietnamese immigrants who were faithful to their own familiar traditions and were economically and linguistically challenged. In this autoethnographic study, I present the history of my family experience, beginning with my parents' urgent departure from Vietnam as boat people, their struggle to adapt to a foreign country, the development of their family, the cultural and generational clashes experienced by the family, the reunification with extended family members, and establishing a local cultural identity. This study is grounded in personal voice to illustrate the struggles that my Vietnamese family experienced in adapting to American society. It offers a view of Vietnamese immigrants and their second-generation children living in two worlds. The autoethnographic study revealed five social dynamics for Vietnamese American families: (a) escape from civil war, (b) reliance on social support network, (c) family generational conflict between immigrants and their children, (d) loyalty to family and culture, and (e) class conflict in native country. These findings were derived from the vignettes and analyses of a Vietnamese American family living in two worlds: Vietnam and the U.S.