Abstract
What are the benefits to the autoethnographic subject of analysing pedagogic frailty? How might he or she continue to make use of the concept maps once they have been formulated? What can different subjects learn from examining one another’s maps? Might such an endeavour enable colleagues to gain an enhanced mutual understanding of their roles, values, and aspirations? More widely, how useful is framed autoethnography as a method for exploring pedagogic frailty? What are its advantages and its limitations? And what are the experiences of the autoethnographers themselves within such a process?
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Anderson, L. (2006). Analytic autoethnography. Journal of Contemporary Ethnography, 35(4), 373–395.
Austin, J., & Hickey, A. (2007). Autoethnography and teacher development. The International Journal of Interdisciplinary Social Sciences, 2. Retrieved from http://eprints.usq.edu.au/3287/
Belbase, S., Luitel, B. C., & Taylor, P. C. (2008). Autoethnography: A method of research and teaching for transformative education. Journal of Education and Research, 1(1), 86–95.
Boshier, R. (2009). Why is the scholarship of teaching and learning such a hard sell? Higher Education Research & Development, 28(1), 1–15.
Chang, H. (2008). Autoethnography as method. Walnut Creek, CA: Left Coast Press.
Chang, H., Ngunjiri, F. W., & Hernandez, K. C. (2013). Collaborative autoethnography. Walnut Creek, CA: Left Coast Press.
de Souza Vasconcelos, E. F. (2011). ‘I can see you’: An autoethnography of my teacher-student self. The Qualitative Report, 16(2), 415–440. Retrieved from http://www.nova.edu/ssss/QR/QR16-2/vasconcelos.pdf
Dyson, M. (2007). My story in a profession of stories: Auto ethnography–An empowering methodology for educators. Australian Journal of Teacher Education, 32(1), 36–48.
Ellis, C. S., & Bochner, A. P. (2006). Analyzing Analytic Autoethnography: An Autopsy. Journal of Contemporary Ethnography, 35(4), 429–449.
Etherington, K. (2004). Becoming a reflexive researcher: Using our selves in research. London: Kingsley.
Franklin, J. (In Prep.). An autoethnographic case study: The theatrical and the accidental academic.
Hernández, F., Sancho, J. M., Creus, A., & Montané, A. (2010). Becoming university scholars: Inside professional autoethnographies. Journal of Research Practice, 6(1), Article M7.
Kinchin, I. M., & Wiley, C. (2017). Tracing pedagogic frailty in arts and humanities education: An autoethnographic perspective. Arts and Humanities in Higher Education (in press).
Kinchin, I. M., Alpay, E., Curtis, K., Franklin, J., Rivers, C., & Winstone, N. (2016). Charting the elements of pedagogic frailty. Educational Research, 58(1), 1–23.
Kreber, C. (2010). Academics’ teacher identities, authenticity and pedagogy. Studies in Higher Education, 35(2), 171–194.
Learmonth, M., & Humphreys, M. (2011). Autoethnography and academic identity: Glimpsing business school doppelgängers. Organization, 19(1), 99–117.
Maccoy, P. (2004). Essentials of stage management. London: A. & C. Black.
Shreeve, A. (2009). ‘I’d rather be seen as a practitioner, come in to teach my subject’: Identity work in part-time art and design tutors. International Journal of Art & Design Education, 28(2), 151–159.
Shreeve, A. (2011). Being in two camps: Conflicting experiences for practice-based academics. Studies in Continuing Education, 33(1), 79–91.
Skelton, A. (2012). Teacher identities in a research-led institution: In the ascendancy or on the retreat? British Educational Research Journal, 38(1), 23–39.
Stefani, L. (1999). On becoming an academic developer: A personal journey. The International Journal for Academic Development, 4(2), 102–110.
Trahar, S. (2013). Autoethnographic journeys in learning and teaching in higher education. European Educational Research Journal, 12(3), 367–75.
Verburgh, A., Elen, J., & Lindblom-Ylänne, S. (2007). Investigating the myth of the relationship between teaching and research in higher education: A review of empirical research. Studies in Philosophy and Education, 26(5), 449–465.
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge: Cambridge University Press.
Wiley, C. (2014). Academic leadership in learning and teaching in higher education: A personal reflection on one programme director’s professional development. Learning at City Journal, 4(2), 39–49. Retrieved from http://openaccess.city.ac.uk/4896/1/L%40C_Journal_Volume_4_Number_2_-_Article_4.pdf
Wiley, C. (in prep.). Exploring the integration of teaching and research in the contemporary classroom: An autoethnographic enquiry into designing an undergraduate music module on Adele’s 25 album.
Yorke, M. (2000). A cloistered virtue? pedagogical research and policy in UK higher education. Higher Education Quarterly, 54(2), 106–126.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2017 Sense Publishers
About this chapter
Cite this chapter
Wiley, C., Franklin, J. (2017). Framed Autoethnography and Pedagogic Frailty. In: Kinchin, I.M., Winstone, N.E. (eds) Pedagogic Frailty and Resilience in the University. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-983-6_2
Download citation
DOI: https://doi.org/10.1007/978-94-6300-983-6_2
Publisher Name: SensePublishers, Rotterdam
Online ISBN: 978-94-6300-983-6
eBook Packages: EducationEducation (R0)