Dissecting Experience: Teaching and Learning Autoethnography Authentically

• In Event: Roundtable Session 15
  In Roundtable Session: Innovations in Qualitative Research Design

Abstract

The paper is informed by hermeneutic phenomenology framework, and presents first person narratives to better understand the teaching and learning of autoethnography. The paper explores two main questions: 1) How did the instructor and two graduate students experience the process of teaching and learning of autoethnography? and 2) In what ways can qualitative methods courses function as academic apprenticeship into the profession? The first part of the paper describes the course goal, structure and students. The second part of the paper conveys the author's and two graduate students' reflections on their individual experiences with the autoethnographic process. The paper also offers interpretive accounts of theoretical and practical implications for professional development of graduate students through course work and beyond.

Authors

• Eliane Rubinstein-Avila, The University of Arizona

• Stefano Maranzana, The University of Arizona