The use of autoethnography in classroom based practitioner research

Woodley, Helen (2016) The use of autoethnography in classroom based practitioner research. Annual Review of Education, Communication, and Language Sciences, 13. pp. 44-56. ISSN 1743-159X

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Abstract

Auto-ethnography is a methodology which has frequently been used within a variety of academic disciplines. It has been used within education but this has largely been within Further Eduction settings. This review of auto-ethnography highlights how it can be used by practitioner researchers from other educational settings and is based upon research conducted for a thesis set within a primary Pupil Referral Unit. The findings of this study indicated that auto-ethnography has benefits for both the practitioner researcher and for the pupils involved within the research. Criticisms of the methodology are discussed, including that of it being highly evocative, with the suggestion made that a more analytical approach to auto-ethnography can not only address criticisms of the method making it more acceptable within traditional approaches to academic research but can also maintain the emotional heart without letting this dominate. Conclusions are drawn about the benefits to self expression, teacher/pupil relationships, pupil voice and teacher voice.

Item Type: Article
Subjects: X900 Others in Education
Department: Faculties > Health and Life Sciences > Social Work, Education and Community Wellbeing
Depositing User: Becky Skoyles
Date Deposited: 04 Dec 2018 10:25
Last Modified: 11 Dec 2018 08:31
URI: http://nrl.northumbria.ac.uk/id/eprint/37066

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