Georgie's Girl

In this paper I consider the importance of writing in qualitative approaches, particularly in Ethnography, as well as the implications of the crisis of ethnographic representation in relation to auto/biographical approaches. My paper has above all an exploratory dimension. I intend to review some relevant and recent publications in social sciences qualitative research. It is evident that "ethnographers, like many contemporary scholars, have become increasingly preoccupied with the nature and consequences of their textual paradigms and I present some arguments on the crisis of representation and the linguistic discuss on self, voice, and audience within the context of academic and research writing. Finally, I discuss the implications of the paper for promoting a more dialogic, problematic,

2007

This paper highlights a distinctive way to research and present issues within education using metaphor and the qualitative narrative methodology known as auto ethnography. Auto ethnographic writing links the personal to the cultural and is recognised as a methodology that combines the method with the writing of the text, which in turn explicates the personal story, or journey of the writer, within the culture in which the investigation, or experience, takes place. Although auto ethnography has not been common within education its value and the perception of its worth is changing. This paper uses auto ethnography to investigate and relate a personal encounter occurring within a particular educational and social context. It also presents a framework for perceiving the rise in consciousness, facilitated by the use of metaphor, as one moves through

Forum Qualitative Sozialforschung Forum Qualitative Social Research, 2000

Table of Contents 1. Autoethnography 2. Sociopoetics 3. Reflexive Ethnography 4. Concluding Notes References Author Citation ELLIS and BOCHNER have managed to put together a fascinating collection of texts that exemplify alternative forms of writing in the social sciences. They classified them under three categories-"autoethnography", "sociopoetics", and "reflexive ethnography". The reason for this, as they explain in the introduction (written in the form of a dialogue between them over the nature of the book, its aim and the different contributions) is that these texts "explore the use of the firstperson voice, the appropriation of literary modes of writing for utilitarian ends, and the complications of being positioned within what one is studying" (p.30). Let's deal with each of these kinds of texts. [1]

is comprehensive text is the rst to introduce evocative autoethnography as a methodology and a way of life in the human sciences. Using numerous examples from their work and others, world-renowned scholars Arthur Bochner and Carolyn Ellis, originators of the method, emphasize how to connect intellectually and emotionally to the lives of readers throughout the challenging process of representing lived experiences. Written as the story of a ctional workshop, based on many similar sessions led by the authors, it incorporates group discussions, common questions, and workshop handouts. e book:

Before we can understand others, we must understand ourselves. This is the underlying premise to Wolff-Michael Roth's Auto/biography and Auto/ethnography: Praxis of Research Method. The 21 chapters in this volume show educators and researchers how they can use auto/biography and auto/ethnography in educational research to critique "the ways in which research represents individuals and their cultures" (back cover). Roth recommends this book for "upper undergraduate and graduate students taking courses in research design: because of its practical approach" (back cover). He also recommends it for "professors, who want to have a reference on design and methodology, and those who have not yet had the opportunity to employ a particular method" (back cover).

Journal of Transformative Praxis, 2021

Autoethnography covers a wide range of narrative representations, thereby bridging the gap of the boundaries by expressing autoethnographers' painful and gainful lived experiences. These representations arise from local stories, vignettes, dialogues, and role plays by unfolding action, reaction, and interaction in the form of self-narration. Likewise, the autoethnographic texts must exhibit the autoethnographers' critical reflections on the overall process of the inquiry. These exhibitions shall alert the autoethnographers' research ethics, reflexivity, alternative modes of representation, inquiry, and storytelling. The original articles in this issue that rises from the domain of critical social theories within the various ranges of theoretical perspectives include journeying through informing, reforming, and transforming teacher education; critical ethnographic research tradition; a critical and political reading of the excerpts of myths; climate change education and its interface with indigenous knowledge and general traits of the participants as transformed teachers.

International Journal of Qualitative Methods, 2012

In this article, I argue that an autobiographical narrative approach is highly suited to educational research. I discuss how a researcher's personal narrative, or autoethnography, can act as a source of privileged knowledge. I further argue that personal experience methods can be used on a variety of topics relevant to teaching and the field of education in order to expand knowledge. Autobiographical narrative is a research genre and a methodology. It offers opportunities to highlight identity construction as it covers various aspects of the narrator's life. In an attempt to contribute to literature based on Muslim women's educational experiences, I have disclosed a series of personal experiences. I have thereby demonstrated the value of autoethnography. When writing an autoethnography, the researcher can develop a deeper understanding of his or her own life. Moreover, reading an autoethnography, one is able to view how others live their lives, which can also contribute to a deeper understanding of life in general. Therefore, autoethnography-whether read or written-has a strong, educational merit.

Nicaraguan and Métis of origin, exiled in Quebec as part of a francophone culture, my approach to autobiographical research is the experience of writing that performs cultural mixes within the autobiographical narrative. The autobiographical approach in research introduces the epistemological challenge of building knowledge from a writing to the first person but also, the methodological requirement of implementing a method that would validate the knowledge constructed from a process of comprehensive self-interpretation. This is a conference presented at the First Biennial Conference of IABA - Division of the Americas. Anne Arbor, Michigan, USA. 2015

Dialectical anthropology, 2000

2016

The field of second language writing (SLW) has embraced a wide variety of quantitative and qualitative research approaches. This is evidenced by a number of prominent researchers and theorists advocating for the continued expansion of the research methods that we welcome in our journals and that we nurture through graduate education (e.g., Connor, 2011). One family of research approaches that has enjoyed a growing place in our field has been ethnographic ones. They have been valued in part for their ability to engage with research topics on various levels by considering not only the phenomenon under examination but its place in a wider sociocultural milieu and the impacts of these contexts on the experiences being studied. Under-recognized (and utilized) in SLW, however, are autoethnographic approaches to researching L2 writing.