Academic Autoethnographies

Inside Teaching in Higher Education

  • Daisy Pillay
  • Inbanathan Naicker
  • Kathleen Pithouse-Morgan

Table of contents

  1. Front Matter
    Pages i-xi
  2. Daisy Pilay, Inbanathan Naicker, Kathlen Pithouse-Morgan
    Pages 1-17
  3. Liz Harison
    Pages 19-32
  4. Chris de Beer
    Pages 49-68
  5. Lasse Reinikainen, Heléne Zetterström Dahlqvist
    Pages 69-83
  6. Sizakele Makhanya
    Pages 85-94
  7. Robert J. Balfour
    Pages 133-147
  8. Rose Richards
    Pages 163-174
  9. Back Matter
    Pages 191-200

About this book


Academic Autoethnographies: Inside Teaching in Higher Education invites readers to experience autoethnography as a challenging, complex, and creative research methodology that can produce personally, professionally, and socially useful understandings of teaching and researching in higher education. The peer-reviewed chapters offer innovative and perspicacious explorations of interrelationships between personal autobiographies, lived educational experiences, and wider social and cultural concerns, across diverse disciplines and university contexts. This edited book is distinctive within the existing body of autoethnographic scholarship in that the original research presented has been done in relation to predominantly South African university settings. This research is complemented by contributions from Canadian and Swedish scholars. The sociocultural, educational, and methodological insights communicated in this book will be valuable for specialists in the field of higher education and to those in other academic domains who are interested in self-reflexive, transformative, and creative research methodologies and methods.

“This book illuminates how autoethnography can engage authors and researchers from varied epistemological backgrounds in a reflexive multilogue about who they are and what they do.  The creative representations of the lived experience of doing autoethnography sets the book apart both methodologically and theoretically, revealing how rigor and critical distance can serve to position autoethnography not only as a personal self-development tool but a tradition and method in its own right.” – Hyleen Mariaye, Associate Professor, Mauritius Institute of Education, Mauritius

“This compelling book foregrounds autoethnography as an innovative and creative research methodology to generate reflexive sociological understandings of teaching and researching across disciplines in higher education. Rich, evocative and authentic accounts reveal unique possibilities for the transformation of teaching, learning and research at personal, professional and socio-cultural levels.” – Nithi Muthukrishna, Professor Emerita, University of KwaZulu-Natal, South Africa


Academic identity Autoethnography Arts-based research Higher education, Qualitative research Scholarship of teaching and learning Self-reflexive research

Editors and affiliations

  • Daisy Pillay
    • 1
  • Inbanathan Naicker
    • 2
  • Kathleen Pithouse-Morgan
    • 3
  1. 1.University of KwaZulu-NatalSouth Africa
  2. 2.University of KwaZulu-NatalSouth Africa
  3. 3.University of KwaZulu-NatalSouth Africa

Bibliographic information