Relevant bibliographies by topics / Auto-ethnographic research

Academic literature on the topic 'Auto-ethnographic research'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Auto-ethnographic research"

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Hackley, Chris. "Auto‐ethnographic consumer research and creative non‐fiction." Qualitative Market Research: An International Journal 10, no. 1 (January 23, 2007): 98–108. http://dx.doi.org/10.1108/13522750710720422.

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Kempny, Marta. "Towards Critical Analytical Auto-Ethnography." Anthropological Journal of European Cultures 31, no. 1 (March 1, 2022): 58–71. http://dx.doi.org/10.3167/ajec.2022.310105.

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This article discusses the usefulness of critical analytical auto-ethnography in studying migrant (im)mobilities in the context of the COVID-19 pandemic. Whereas the auto-ethnographic genre has boomed during COVID-19 times, the authors of auto-ethnographic texts usually focus on their own experiences of the pandemic, engaging in an evocative style of writing. Following an overview of autoethnographic writing genres, this article discusses complex issues of insider/outsider status in pandemic research. It calls for a critical and analytical auto-ethnographic approach to the study of migrations and mobilities in a context in which they are currently unevenly distributed.
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Sagan, Olivia. "Research with rawness: the remembering and repeating of auto/biographical ethnographic research processes1." Ethnography and Education 2, no. 3 (September 2007): 349–64. http://dx.doi.org/10.1080/17457820701547393.

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Mashingaidze, Sivave. "A tautology of ancient leadership intelligence: An interpretive auto-ethnographic research." Corporate Ownership and Control 13, no. 1 (2015): 351–55. http://dx.doi.org/10.22495/cocv13i1c3p2.

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The main purpose of the article was to look into how business and management could extract from ancient data base of leadership intelligence for solutions. The article cherry picked a few great historical leaders who won wars using their leadership intelligence. An Interpretive auto-ethnography methodology was used and strategic intelligence qualities such as Changing the mood, Boldness of vision, Doing the planning, Leading from the front, Bringing people with you and finally Likeability Factor was explored from these leaders. The results was that all the above mentioned strategic intelligence qualities were quintessential for these historical leaders to achieve their objectives hence business and management today can learn and tap from these qualities for a competitive strategy.
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Zempi, Irene. "Researching victimisation using auto-ethnography: Wearing the Muslim veil in public." Methodological Innovations 10, no. 1 (January 2017): 205979911772061. http://dx.doi.org/10.1177/2059799117720617.

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This article reflects upon my personal experiences of undertaking auto-ethnography on victimisation through wearing the Muslim veil in public. Wearing the veil was suggested by some of my respondents as a way to get insider knowledge of their own day-to-day experiences of victimisation. Here, I explore the emotional, psychological and physical impacts of being targeted because of my (perceived/adopted) Muslim identity. I discuss the advantages and disadvantages of covert auto-ethnographic research and consider the ethical challenges and practical difficulties of performing auto-ethnography. Also, I discuss the theoretical and methodological issues that arise from undertaking auto-ethnography as an insider/outsider when researching the targeted victimisation of veiled Muslim women. Finally, I discuss the usefulness and limitations of auto-ethnography as a method for understanding victimisation. I conclude that auto-ethnographic research into victimisation has great potential, although researchers need to be aware of some risks inherent in this approach and, thus, proceed with caution.
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Javaid, Aliraza. "Hear my screams: An auto-ethnographic account of the police." Methodological Innovations 12, no. 3 (September 2019): 205979911988427. http://dx.doi.org/10.1177/2059799119884279.

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Other writers, notably police researchers, infrequently discuss the problems and difficulties that they encounter in and outside of fieldwork when doing research on the police. In this article, I piece together some critical and personal reflections of researching the police to provide nuanced information that can help other writers to learn from my own experiences of researching the police and also help them to navigate their own experiences of working with the police for research purposes. These reflections of mine emanate from fieldwork notes and my research diary. I use Ahmed’s The Promise of Happiness as a lens to theorise and make sense of such experiences, understanding how my presence gets in the way of the happiness of others because of my affiliation to sexual violence work. By naming a problem, rape as a problem, I became the problem. The article outlines some of the chief ethical, personal and pragmatic issues that can surface when researching the police. For example, I frequently encountered interrogative questions whereby officers questioned my sexuality, asking ‘are you gay?’ I became a nuisance for the police, a problem by highlighting the issue of male rape as a problem given that it challenges the status quo of normative heterosexuality. I argue that, doing research on the police, which can involve sensitive and challenging work that affects one emotionally, socially and physically, impacts not only the officers being interviewed, but also the researchers themselves. The latter group should be identified much more readily than seems to be the case in the social sciences.
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Mosleh, Wafa Said, and Henry Larsen. "Fieldworking the relational complexity of organizations." Qualitative Research in Organizations and Management: An International Journal 15, no. 4 (August 11, 2020): 421–39. http://dx.doi.org/10.1108/qrom-07-2019-1792.

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PurposeThe purpose of this paper is to present researcher's reflexive writing about emergent events in research collaborations as a way of responding to the process-figurational sociology of Norbert Elias in the practice of organizational ethnography.Design/methodology/approachDrawing parallels between Norbert Elias' figurative account of social life and auto-ethnographic methodology, this paper re-articulates the entanglement of social researchers in organizational ethnographic work. Auto-ethnographic narration is explored as means to inquire from within the emerging relational complexity constituted by organizational dynamics. Writing about emergent events in the research process becomes a way of inquiring into the social figurations between the involved stakeholders; thus nurturing sense-making and increasing the awareness and sensitivity of the researcher to her own entanglement with the relational complexity of the organization under study.FindingsIn the paper, we argue that the writing of auto-ethnographic narratives of emergent field encounters is a process of inquiry that continuously depicts the temporal development of the relational complexity in organizations. Viewing that from the perspective of Elias' concept of figuration, we find a common commitment to the processual nature of research processes, which insists on moving beyond objectifying empirical insights.Originality/valueThis paper encourages awareness of the interdependency between ourselves as social researchers and field actors as we engage with the field. It moves beyond simplifying the ethnographic research agenda to that of “studying” and “describing” organizations. It offers unique insights into the organizational context, and increased sensitivity toward the social entanglement of the experiences that we, ourselves, as researchers are part of.
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Núñez, Jayrome Lleva. "LOSING MY CODE: AN AUTOETHNOGRAPHY ON LANGUAGE ATTRITION." Journal of Languages and Language Teaching 9, no. 4 (October 25, 2021): 480. http://dx.doi.org/10.33394/jollt.v9i4.4003.

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Learning a new language is one of the privileges that a person can get when moving from one place to another and staying there for a longer time. In this paper, I will discuss my journey that resulted to gradual decline of my L1 (First language), Polillohing Tagalog, which is a variety of the Tagalog language, in the Philippines. The result of migration, acquisition of other languages, and exposure to different speaking environment had led me to continuously decline my first language. Using the auto-ethnographic type of writing a research, I reflected on my experiences which lead me to language attrition. Auto-ethnographic research is when the researcher is the participant of the story narrating his experience on the culture and phenomenon of the researched topic.
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Allen-Collinson, Jacquelyn, Anu Vaittinen, George Jennings, and Helen Owton. "Exploring Lived Heat, “Temperature Work,” and Embodiment: Novel Auto/Ethnographic Insights from Physical Cultures." Journal of Contemporary Ethnography 47, no. 3 (December 1, 2016): 283–305. http://dx.doi.org/10.1177/0891241616680721.

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Drawing on sociological and anthropological theorizations of the senses and “sensory work,” the purpose of this article is to investigate via phenomenology-based auto/ethnography, and to generate novel insights into the underresearched sense of thermoception, as the lived sense of temperature. Based on four long-term, in-depth auto/ethnographic research projects, we examine whether thermoception can be conceptualized as a distinct sense or is more appropriately categorized as a specific modality of touch. Empirically and analytically to highlight the salience of thermoception in everyday life, we draw on findings from four auto/ethnographic projects conducted by the authors as long-standing insider members of their various physical–cultural lifeworlds. The foci of the research projects span the physical cultures of distance running, mixed martial arts, traditionalist Chinese martial arts, and boxing. While situated within distinctive physical–cultural frameworks, nevertheless, the commonalities in the thermoceptive elements of our respective experiences as practitioners were striking, and thermoception emerged as highly salient across all four lifeworlds. Our analysis explores the key auto/ethnographic findings, centering on four specific areas: elemental touch, heat of the action, standing still, and tuning in. Emerging from all four studies were key findings relating to the valorization of sweat, and the importance of “temperature work” involving thermoceptive somatic learning, and physical–culturally specific bodily ways of knowing and sense-making. These in turn shape how heat and cold are actually “felt” and experienced in the mind–body.
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Kim, Eun Hye, and Myeung Chan Kim. "An Auto-Ethnographic Research on the Process of Self-Differentiation of a Pastor’s Kid." Korean Journal of Christian Counseling 32, no. 4 (November 30, 2021): 9–46. http://dx.doi.org/10.23909/kjcc.2021.11.32.4.9.

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Dissertations / Theses on the topic "Auto-ethnographic research"

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Blake, Evan. "An (auto)ethnographic study of the relations between reflexive development and the production of interpersonal social research in Salt River's Locomotive Hotel." Master's thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/13062.

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Includes bibliographical references.
Fieldwork conducted around The Locomotive Hotel, a drinking establishment in Salt River, took place across a two year period involving building relations with a diverse range of local or regular patrons. During this period there was a lack of reflexive capacity and insight in the researcher to contextualise and theorise the experiences of encountering these patrons in the hotel. Through prolonged, intense and tension filled fieldwork - that was seemingly unrelated to the dissertation - experience was gained that, on reflection, was fundamentally informed and in a recursive virtual dialogue with past research experiences. It was recognised that this dialogue establishes a metanarrative in relation to the fieldwork conducted in The Locomotive Hotel with a narrative traced of how insight through embodied and experienced notions of becoming through encountering difference became essential to retrospectively understanding the interactions with and between patrons in the hotel. These encounters and interactions between patrons form complex systems of relation building; systems that are established through patterns of encountering difference. Self in the hotel is generally reconstituted through dialectical relationships with difference from past to present through notions of place, memory and community. In this unfolding of past and present, a single social norm and practice in the hotel is identified, presented and discussed: the drinking of a brown bottle quart explores the relations of sociability between patrons. The common consumption of a beer can act as a pretext to pull otherwise very different patrons and their varied imaginings and senses of places into sustained and repeated encounters. Implicit within these relations are patterns of exclusion. Escalating tensions between self and difference can lead to irreconcilable differences emerging; differences that may be too great to be openly encountered. Such challenging differences can lead to notions of self, others, community and place being reshaped in potentially linear and closed off ways. These arguments presented in this dissertation in the context of the hotel conceptualise research as a process rather than a theoretical output. They are arguments that demonstrate the fallacy of a researcher as able to neatly and rationally describe their positional situated-ness as distinctly and demonstrably being on the outside of a group or crowd in one moment and inside the next. It is an argument for a form of ethnography and engaging with positionality that demonstrates the researcher as human, as unsure and fallible in their attempts to understand their place and relation to new contexts. It is ethnographic work that has an ethical and political commitment beyond ticking methodological checkboxes.
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Barbera, Lucy Elizabeth. "Palpable Pedagogy: Expressive Arts, Leadership, and Change in Social Justice Teacher Education (An Ethnographic/Auto-Ethnographic Study of the Classroom Culture of an Arts-Based Teacher Education Course)." Antioch University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1255357023.

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Duff, Paul F. "Multi-agency, decision making meetings : do the facts matter? : a linguistic - auto/ethnographic interpretation of researcher-practitioner experience." Thesis, University of Sheffield, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.574591.

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This study has been conducted and constructed within the context of practitioner research and focuses on my interpretations and experiences in attending two, multi-agency, decision making meetings. I was initially interested in the effect of "facticity" (the content or quality of a description that makes a description seem factual) and "institutionality" (the impact of the institutional role and the language of that role) on the decision making processes. However, during the course of the research the factual accuracy of a participant's description or account did not always seem to be the most significant or relevant factor in that decision making process. Through a linguistic and ethnographical analysis of the recorded data, descriptions which initially presented as objective and contained features that built up "facticity" were accounted for in the decision making process but only insofar as such descriptions were deemed to be compatible with and legitimate within, the institutional procedures and constraints of the meetings. My interpretations of the evidence (obtained via observation, analysis of recorded data and reflection) suggest that for some participants, it was the ways in which descriptions were constructed which were of particular relevance. Participants' institutional roles and responsibilities seemed to affect their contributions, though such responsibilities were not necessarily made clear and explicit for other participants. I also began to see that the institutional context of the meetings and the signing off of previously agreed agendas were important features affecting the decisions taken, over and above the factual accuracy of participants' descriptions. Not withstanding these interpretations of the data, by reflecting on my own contributions during the meetings, it became apparent that the most important aspect of the research related to my own practice. I found that I did not take all my principles into my practice. I did not correct factual misunderstandings of other participants and I became frustrated when I felt that the participants were not being open and honest or when they introduced ancillary and (in my opinion) irrelevant topics into the conversations. In relation to understanding my own practice, what I chose not to say rather than what I did say, proved to be revealing and informative. Perhaps the principal outcome of the research and the particular methodology which I eventually adopted is its analysis of and reflection on professional practice and the implications for the future participation of educational psychologists within multi-professional meetings.
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Sakaria, Jacob Jacks. "The performer as shaman: an auto ethnographic performance as research project." Thesis, 2015. http://hdl.handle.net/10539/19395.

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A Research Report submitted towards a MAAD by Course Work and Research Report
This is an auto ethnographic project in which I explore how my personal and cultural narratives can be used for healing and transformation through a theatre making process. I look at performance as an object of making meaning while placing myself at the centre of the study as the subject of this research. During this process, I was looking at discovering a personal theatre making language with an aim of finding my voice. The outcome of my journey was an experimental creative project titled Eenganga which was performed in an alternative and nontraditional form in terms of space, text and the overall theatre making process. This study is an account of a journey that initially began as a performance ethnography project which collected cultural narratives of black urban traditional healers from Katutura, Windhoek, Namibia. There was an internal and an external data collection process. My body as a site of knowledge was the main research instrument.
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Colman, Robert. "The significance of Barney Simon's theatre-making methodology and his influence on how and why I make theatre: an auto-ethnographic practice as research." Thesis, 2014. http://hdl.handle.net/10539/15112.

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In this autoethnographic Practice as Research (PaR) I will reflect on the significance of Barney Simon’s theatre-making method as a primary influence in my body of work asking how and why it is still useful today. Specifically, I will reflect on the devising process of the play Batsamai in which I applied my embodied knowledge of Barney Simon’s play-making as a ‘test-site’ for my research question. By structuring his methodology into six distinct organic stages: (sensitisation; gossip; research; biography; improvisation; writing); and weaving present (Batsamai: 2013) and past (devising Simon’s Score Me the Ages: 1989) I will argue Simon’s methodology as a rigorous and therefore useful South African theatre-making tradition; and I will advocate the pedagogical and theatre-making uses, with particular focus on teaching play-making as well as some acting-teaching benefits. I will argue that useful methodologies evolve – as interpreted and used by others besides the ‘originator’; that in essence my record (this document) and use of Simon’s methods is interpretative and therefore a record of my methodology with Simon acknowledged as primary source; and that if students who devised Batsamai use what they learnt (their embodied knowledge) the methods will evolve further. I will use these arguments to demonstrate Simon’s methods as a dynamic force for contemporary South African theatre; and to examine the value of embodied knowledge in enriching contemporary practices. In my own methodology I will explore three core creative impulses (the personal, archive and loss); reflecting on how these manifested in Batsamai, and in a sample of my body of work. I will apply Diana Taylor’s The Archive and the Repertoire: Performing Cultural Memory in the Americas (2003) as a theoretical framework to deepen my exploration. Besides literature on Simon and related theories I will refer to my Batsamai rehearsal journal, student interviews and a Score Me the Ages journal.
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Kodisang, Tshifhiwa Marylene. "An ethnographic exploration of counsellors' experiences of career councelling with students." Thesis, 2016. http://hdl.handle.net/10500/22130.

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The purpose of this ethnographic study is to explore the following: 1. The counsellors’ experience of the process of career counselling provided to students at a distance learning institution 2. My own experiences of doing counselling with Unisa students. 3. How Holland’s career theory, the social cognitive career theory and the chaos theory of careers could shape the process of career counselling. The themes that emanated from the stories of six counsellors indicate that they view counselling as a continuous process wherein it is necessary to strike a balance through blended counselling between the needs of individuals versus helping the multitude of anonymous students. In order to facilitate counselling effectively, counsellors need resources and in order to develop these resources they use a diversity of career theories which act as a frame of reference. Attention is given to the development of career counsellors’ identity and self-confidence and how this impacts on the counsellors’ growth. The recommendations of this study hold the promise of contributing to the counselling process at the DCCD.
Psychology
D.Litt.et Phil. (Psychology)
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Books on the topic "Auto-ethnographic research"

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Alge, Barbara, ed. Musikethnographien im 21. Jahrhundert. Rombach Wissenschaft – ein Verlag in der Nomos Verlagsgesellschaft, 2021. http://dx.doi.org/10.5771/9783968218182.

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The volume Musikethnographien im 21. Jahrhundert brings together ten contributions by ethnomusicologists from the German-speaking world, who discuss current paradigms of fieldwork such as multi-situated fieldwork, reflexivity, dialogicity, feedback, auto-ethnography, activism and intervention through performance ethnography and collaborative research, as well as questions of repatriation, ethical handling of research data and the role of digital social media. In addition to theories and methodological reflections, the volume also includes reflections on the temporality of ethnographic material as well as ethnographical fieldwork on memory and the past. These reflections are applied to the subject of music and sound. With contributions by Barbara Alge, Stefanie Alisch, Linda Cimardi, Cornelia Gruber, Matthias Lewy, Julio Mendívil, Stefanie Kiwi Menrath, Monika Schoop, Helena Simonett and Britta Sweers.
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Khan, Kausar S. Four ‘Ordinary’ Deaths. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190656546.003.0011.

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This chapter by Kausar S. Khan draws continuities between her early research in unplanned settlements (katchi abadis) in Orangi, her activism in the Karachi’s Women’s Action Forum, and her academic research into the effects of structural, gendered and political violence on women and marginalized communities. She offers a moving account of the deaths of four friends in 2013. Khan writes using the first person, forcing the reader into an intimate, uncomfortable relation with the text, and the emotional landscape she engages. This compelling auto-ethnographic piece highlights the contradiction in experiences of loss and grief which are deeply unfathomable, compared with the need to crystallize their articulation in activist agendas. Thereby it comprises a view into violence’s lasting effects, ways research and activism co-constitute spaces of mourning, and the basis of a hardening desire to oppose violence by the means available.
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Book chapters on the topic "Auto-ethnographic research"

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Sinden-Carroll, Louise. "Further Applications of Auto-ethnographic Research Models." In Auto-ethnography in Public Policy Advocacy, 171–76. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-1322-6_6.

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Pfister, Gertrud, and Verena Lenneis. "Ageing Women Still Play Games: (Auto)ethnographic Research in a Fitness Intervention." In Physical Activity and Sport in Later Life, 149–60. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1007/978-1-137-42932-2_14.

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Boncori, Ilaria. "The Salience of Emotions in (Auto) ethnography: Towards an Analytical Framework." In Ethnographic Research and Analysis, 191–215. London: Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-58555-4_11.

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O’Brien, Dai. "Auto-driven Photo-Elicitation Interviews with Young Deaf People." In Participant Empowerment Through Photo-elicitation in Ethnographic Education Research, 47–69. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-64413-4_3.

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Wasshede, Cathrin. "Rainbow Flag and Belongings/Disbelongings: Öckerö Pride and Reclaim Pride in Gothenburg, Sweden 2019." In Pluralistic Struggles in Gender, Sexuality and Coloniality, 147–75. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-47432-4_6.

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Abstract In spite of the rainbow flag’s importance as a symbol for transnational queer belonging and its meanings for the survival of queers all over the world, much critical queer Anglo-Saxon research and activism concerning the rainbow flag and the celebration of Pride claims that it has lost its radical potential through processes of normalisation, mainstreaming, homonationalism and commercialisation. In order to address other queer political issues, alternative Pride events are organized in parallel with conventional Pride celebrations. This chapter will discuss two Pride events held in Gothenburg, Sweden, in 2019, Reclaim Pride and Öckerö Pride, drawing on auto-ethnographic methods. It will reflect on two connected questions: What meanings, emotions, actions and temporalities are (re)produced as a result of the relationship between the events, the rainbow flag, the concept of Pride and the activists/participants—including the author? In what ways do the rainbow flag and the concept of Pride work as co-producers of belongings as well as disbelongings—and how does the author’s position as a Swedish, middle-class, white, lesbian, feminist, mother, former activist and now sociologist affect her feelings of belonging and disbelonging? It is shown that the rainbow flag is a very topical and heated cultural artefact in the Swedish political arena, in which racism, homophobia and Islamophobia are growing. The author’s experiences and emotions at the two Pride events reflect the ambivalent struggle that takes place at the borders of belonging and disbelonging. Temporality and space are important aspects of the contextualisation that needs to be applied in order to grasp the different effects that processes of inclusion and exclusion have on queer people in different places and situations.
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Colvin, Christopher J. "Making Space for Qualitative Evidence in Global Maternal and Child Health Policymaking." In Global Maternal and Child Health, 159–75. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-84514-8_9.

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AbstractThe success of health interventions often hinges on complex processes of implementation, the impact of sociopolitical and cultural contexts, resource constraints and opportunity costs, and issues of equity and accountability. Qualitative research offers critical insights for understanding these issues. “Qualitative evidence syntheses” (or QES)—modeled on quantitative systematic reviews—have recently emerged as an important vehicle for integrating insights from qualitative evidence into global health policy. However, it is challenging to integrate QES into policymaking in ways that are both acceptable to the often-conservative health policy world and consonant with social science’s distinctive methodologies and paradigms. Based on my experiences participating in and observing numerous guideline working group meetings and interviews with key informants, this chapter offers an auto-ethnographic account of an effort to integrate QES into the World Health Organization’s global OptimizeMNH guidelines for task shifting in maternal and newborn health (MNH). It is based on my experiences participating in and observing numerous guideline working group meetings as well as interviews with several key informants. Advocates of QES were successful in helping to make a place for qualitative evidence in this global guideline. Their work, however, required a delicate balance between adopting quantitatively inspired methods for evidence synthesis and innovating new methods that would both suit the project needs and be seen as legitimate by qualitative researchers. This case study of the development of one WHO guideline does not signal a revolution in knowledge production, but it does show there remains room—perhaps growing room—for a more expansive vision of what forms of knowledge need to be on the table when developing global health policy.
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Jones, Denisha. "Friends, the Club, and the Housing Authority: How Youth Define Their Community Through Auto-driven Photo Elicitation." In Participant Empowerment Through Photo-elicitation in Ethnographic Education Research, 117–37. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-64413-4_6.

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Williams, Tom. "Adventure playgrounds and me: bringing the past into the auto-ethnographic present." In Practice-based Research in Children's Play. Policy Press, 2017. http://dx.doi.org/10.1332/policypress/9781447330035.003.0004.

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This is a personal study aimed at exploring why adventure playgrounds (APGs) have had such a fascination for the author for over 40 years. It weaves a critical and narrative ethnography with an affect-based auto-ethnography, resulting in various voices (author as researcher, narrator, participant) and approaches. The research involved an immersion in the author’s own history with APGs aided by a process of mutual recollection via email with five participants who shared that history; (re)visiting APGs in London, Copenhagen and Berlin; and a process of observation and reflection. This performative and auto-ethnographical approach aims to contribute something new to articulating the significance of APGs. Four themes emerged from this iterative and intuitive process: the mindful audacity of APGs, APGs as places of drama and unspoken narratives, APGs as spaces that are alive in many ways, and the hope that arises from this process of sensemaking. The interplay between these themes offers a socio-cultural view of APGs as symbolic places of heterodoxic and cultural possibility, at odds with a developmental and progressive view of children’s lives.
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Best, Andy. "Imagining Godzilla: An Art Research Network Platform." In Situating Sustainability: A Handbook of Contexts and Concepts, 293–330. Helsinki University Press, 2021. http://dx.doi.org/10.33134/hup-14-20.

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This chapter is an extended contribution from a collection of artists headed by Andy Best and Merja Puustinen. Best and Puustinen’s project, ‘Imagining Godzilla’, turned their Polynesian-style sailing catamaran into a research vessel on the Baltic Sea. With other artists on board, the catamaran became a mobile platform for creative-research projects on topics ranging from undersea Internet cables, new materialist explorations of phosphate circulation, audio-visual technologies and knowledge, and performative/auto-ethnographic accounts that probe the boundaries of life on land and sea.
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Risi, Elisabetta, and Riccardo Pronzato. "Back to Practices and Narratives." In Handbook of Research on Advanced Research Methodologies for a Digital Society, 265–79. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8473-6.ch017.

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The role of digital platforms in everyday life is a concern within different research fields; therefore, several authors have supported the need to investigate them and their underlying meshing of human and computational logic. In this chapter, the authors present a methodological proposal according to which auto-ethnographic diaries can be fruitfully employed to examine the relationship between individuals and algorithmic platforms. By drawing on a critical pedagogy approach, they consider auto-ethnography both as a practice of access to algorithmic logics through rich first-hand data regarding everyday usage practices as a response to datafication. The core idea behind this narrative method is to use inductive self-reflexive methodological tools to help individuals critically reflect on their daily activities, thereby making their consumption of algorithmic contents more aware and allowing researchers to collect in-depth reports about their use of digital platforms and the following processes of subjectification.
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Conference papers on the topic "Auto-ethnographic research"

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Jennings, Madeleine, Nadia Kellam, Brooke Coley, and Audrey Boklage. "Suggestions for Responsible Qualitative Research with Transgender Engineering Students Using an Auto-Ethnographic Approach." In 2019 IEEE Frontiers in Education Conference (FIE). IEEE, 2019. http://dx.doi.org/10.1109/fie43999.2019.9028639.

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Becirovic, Karolina, Zeljka Bagaric, and Darijo Cerepinko. "IN-SERVICE EDUCATION OF TEACHING ASSISTANTS FOR PUPILS WITH INTELLECTUAL DISABILITIES SUPPORTED BY AUTO-ETHNOGRAPHIC RESEARCH." In 15th annual International Conference of Education, Research and Innovation. IATED, 2022. http://dx.doi.org/10.21125/iceri.2022.0160.

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Wang, Luran, Gouri Vinod, Yiwen Cheng, Xiaoyu Li, Abel Nyamapfene, and Jay Derrick. "From Students of Engineering to Students of Engineering Education Research and Practice: A Collaborative Auto-ethnographic Study." In 9th Research in Engineering Education Symposium & 32nd Australasian Association for Engineering Education Conference. https://reen.co/: Research in Enineering Education Network (REEN), 2022. http://dx.doi.org/10.52202/066488-0091.

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MARCYSIAK, Tomasz, and Piotr PRUS. "AUTO-ETHNOGRAPHIC TECHNIQUES AS AN EFFICIENT TOOL FOR RECONSTRUCTION OF RURAL SOCIAL CAPITAL AND LOCAL IDENTITY." In RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.164.

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Many regions in Poland are said to be a unique example of preservation of cultural heritage. These include many examples of Pomorskie, Kujawsko-Pomorskie, Wielkopolskie and Dolnoslaskie voivodships. These regions are known to preserve the traditional way of life and customs as well as the architecture, especially the sacral architecture. It is also much easier to build mutual trust and social capital in them, because people from those regions can always refer to the universal values of their ancestors. However, there are also regions which, under the influence of migration and post-displacement processes after World War II, have lost their cultural and social character. Economic emigrants and displaced people from the Eastern Borderlands and Central Poland shared poverty and desire to settle. Will they succeed, and is there a chance to recreate and build a new identity? Those are the questions we are trying to answer, and the following article presents some of the results. By moving the border of autobiographical and ethnographic methods, authors adopt an autoethnographic method (narrative interviews, participant observation, biographical methods), which means turning to narratives as a way of research and as an expression of the search for a different relationship between the researcher and the subject and between the author and the reader. The researchers use their own experiences as a source of description of the culture in which they participate and examine. As a result, the text is a story created by the local community and researchers, aimed at reproducing and creating identity in the post-immigrant rural communities based on experienced and historical memory. The research was conducted in the years 2016-2017 in the above mentioned voivodships.
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Vahed, Anisa, Krista Rodriguez, and Fabio de Souza. "THE GREEN DENTISTRY COLLABORATIVE ONLINE INTERNATIONAL LEARNING PROJECT: AN AUTO-ETHNOGRAPHIC ACCOUNT OF THE LESSONS LEARNED FROM DEVELOPING A LEARNER-CENTRED PEDAGOGICAL PRACTICE." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.1836.

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Pillay, Nischolan, and Yashaen Luckan. "The Practicing Academic: Insights of South African Architectural Education." In 2019 ACSA Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.22.

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Architectural education, in the past had a grounding in a strict apprentice or pupillage method of training architects. The apprentice was someone who worked or trained under a master that transferred skill through a “hands on” approach. Architecture was regarded as one of the arts and there was no formal training to qualify one as an architect. It was through the acclaimed Vitruvius that the architectural profession was born. Vitruvius had published “Ten Books on Architecture” that led to an attempt to summarize professional knowledge of architecture and in doing so became the first recognizable architect. The architectural profession spread throughout Europe in the mid-16th century and the builder and architect became two distinct characters. Although architecture had become a profession, it wasn’t up until the late 17th century that architecture became an academic pursuit through an institutionalized educational system known as École des Beaux Arts, however the pursuit of a strict academic scholar was not the focus. At the beginning of the 1800’s, The University of Berlin in Germany forged the fundamental research and scholarly pursuit. Architecture, like the professions of medicine, law etc. became a system of academic pursuit where professors concentrated deeply on academics first and professional work second. It is through the lens of history we can decipher how architecture became an academic discipline almost de-voiding it of its vocational nature. In its current standing, various universities place a high emphasis on research output from their academic staff. Presently, architecture schools in South Africa recruit lecturers on their academic profiles, rather than their vocational experience. The approach of which has devalued the input of industry into education. It has been noted that there has been an increase in an academic pursuit rather than a professional one for the lecturers that teach architecture. This research explores the views of academics on architectural education, teaching methods and the importance of practice at South African universities. The authors of this research provide an auto-ethnographic insight into their invaluable experience of being academics at two large Universities in South Africa and concurrently run successful practices. The research makes use of a mixed method approach of secondary data from literature and semi-structured interviews posed to academics. Initial findings reveal that academics are pushing the industry to play a part in the education of architects; however, the extent must be determined. If industry plays a role in the education of architects, what factors are considered and how does this inter-twine with the academic nature of training? What strategies are academics employing to make sure students are vocationally well trained and academically capable? Another important question to ask is what qualities make an academic architect in the 21st century?
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