The use of autoethnography in classroom based practitioner research

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Abstract

Auto-ethnography is a methodology which has frequently been used within a variety of academic disciplines. It has been used within education but this has largely been within Further Eduction settings. This review of auto-ethnography highlights how it can be used by practitioner researchers from other educational settings and is based upon research conducted for a thesis set within a primary Pupil Referral Unit. The findings of this study indicated that auto-ethnography has benefits for both the practitioner researcher and for the pupils involved within the research. Criticisms of the methodology are discussed, including that of it being highly evocative, with the suggestion made that a more analytical approach to auto-ethnography can not only address criticisms of the method making it more acceptable within traditional approaches to academic research but can also maintain the emotional heart without letting this dominate. Conclusions are drawn about the benefits to self expression, teacher/pupil relationships, pupil voice and teacher voice.
Original languageEnglish
Pages (from-to)44-56
JournalAnnual Review of Education, Communication, and Language Sciences
Volume13
Publication statusPublished - Dec 2016

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