Reflexivity in Music Research: Autoethnography

• In Event: Critical Perspectives in Music Education

Abstract

Autoethnography evolved in the early 1990s through the work of a handful of innovative individuals—Richardson, Sparkes, Denzin, Ellis, Pelias, and others in sociology and communications—with a realization that researchers could not function as arms-length, ‘objective’ researchers and write about any life experiences as abstract ‘empirical data.’ Writing actively voiced stories emerged as the focus of autoethnographic method. Sociologist Rosanna Hertz (1995) proposed that the act of writing and re-writing stories was the foundation of reflexivity. In the present paper, we clearly differentiate reflexivity from reflection and reflective practice in music teaching and learning. Since its inception, autoethnography has provided a platform to empower minority and marginalized teachers and students with innovative ways of reflexively writing about arts practices.

Authors

• Peter J. Gouzouasis, University of British Columbia

• Matthew Yanko, University of British Columbia