Autoethnography: The Necessity of Bringing the Self Into Public Education

Session Type: Professional Development Course

Abstract

The purpose of this course is to define autoethnographic research methods for qualitative researchers seeking a methodological alternative from objectivist orientations to research in public education. Autoethnography requires researchers to place themselves as the object of their research, and it allows educational researchers to unravel often-concealed perspectives in order to move researchers and educators to action on behalf of educational equity issues and concerns. Participants should have an interest in obtaining or currently be in a position that involves engaging autoethnography in their teaching and research. Target course participants include graduate students and current researchers interested in autoethnographic methodology. Information related to understanding the history of autoethnographic work, as well designing, completing, and representing autoethnographic research in ways that push for justice and equity in public education, will be provided. Participants will leave the course with information to begin the process of adding autoethnography as a tool in their methodological toolkits, with a specific focus on establishing a community of critical colleagues in the course.

Sub Unit

• Professional Development and Training Committee

Instructors

• Sherick A. Hughes, University of North Carolina - Chapel Hill

• Julie L. Pennington, University of Nevada - Reno