Confronting the Tension: An Autoethnographic Account of Classroom-Based Research

• In Event: Fairmont Roundtable Session Eighteen
  In Roundtable Session: Autohistories, Becoming, and Reflexive Discomfort in Education Research (Table 4)

Abstract

In this paper, I present my experiences as an emerging classroom-based researcher. Using personal narratives (Ellis & Bocher, 2000), I examine the tensions that emerge from the emotional work often required to conduct educational research. This autoethnographic approach explores the complexity of student-teacher interactions using Swanson’s (1991) middle-range theory of caring. In reflecting on my experiences, I hope to inform emerging researchers' understanding of reflexive practices as a way of developing critical spaces within PK-12 educational research.

Author

• Stephanie Oudghiri, Purdue University
  Presenting Author