Academic Autoethnographies

1. Front Matter

   Pages i-xi

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2. Writing Academic Autoethnographies

   • Daisy Pilay, Inbanathan Naicker, Kathlen Pithouse-Morgan

   Pages 1-17

3. A Tinker’s Quest

   • Liz Harison

   Pages 19-32

4. Conversati ons and the Cultivati on of Self-Understanding

   • Thelma Rosenberg

   Pages 33-47

5. Creative Self-Awareness

   • Chris de Beer

   Pages 49-68

6. Curating an Exhibition in a University Setting

   • Lasse Reinikainen, Heléne Zetterström Dahlqvist

   Pages 69-83

7. My Mother, My Mentor

   • Sizakele Makhanya

   Pages 85-94

8. From Exclusion Through Inclusion to Being in my Element

   • Delysia Norelle Tim

   Pages 95-115

9. Transforming Ideas of Research, Practice and Profesional Development in a Faculty of Education

   • Lesley Wood

   Pages 117-132

10. The (In)Visible Gay in Academic Leadership

    • Robert J. Balfour

    Pages 133-147

11. Informal Conceptual Mediation of Experience in Higher Education

    • Bert Olivier

    Pages 149-161

12. Subject to Interpretation

    • Rose Richards

    Pages 163-174

13. Autoethnography as a Wide-Angle Lens on Looking (Inward and Outward)

    • Claudia Mitchell

    Pages 175-189

14. Back Matter

    Pages 191-200

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Academic Autoethnographies: Inside Teaching in Higher Education invites readers to experience autoethnography as a challenging, complex, and creative research methodology that can produce personally, professionally, and socially useful understandings of teaching and researching in higher education. The peer-reviewed chapters offer innovative and perspicacious explorations of interrelationships between personal autobiographies, lived educational experiences, and wider social and cultural concerns, across diverse disciplines and university contexts. This edited book is distinctive within the existing body of autoethnographic scholarship in that the original research presented has been done in relation to predominantly South African university settings. This research is complemented by contributions from Canadian and Swedish scholars. The sociocultural, educational, and methodological insights communicated in this book will be valuable for specialists in the field of higher educationand to those in other academic domains who are interested in self-reflexive, transformative, and creative research methodologies and methods.


“This book illuminates how autoethnography can engage authors and researchers from varied epistemological backgrounds in a reflexive multilogue about who they are and what they do.  The creative representations of the lived experience of doing autoethnography sets the book apart both methodologically and theoretically, revealing how rigor and critical distance can serve to position autoethnography not only as a personal self-development tool but a tradition and method in its own right.” – Hyleen Mariaye, Associate Professor, Mauritius Institute of Education, Mauritius


“This compelling book foregrounds autoethnography as an innovative and creative research methodology to generate reflexive sociological understandings of teaching and researching across disciplines in higher education. Rich, evocative and authentic accounts reveal unique possibilities for the transformation of teaching, learning and research at personal, professional and socio-cultural levels.” – Nithi Muthukrishna, Professor Emerita, University of KwaZulu-Natal, South Africa
        

• Academic identity
• Autoethnography
• Arts-based research
• Higher education,
• Qualitative research
• Scholarship of teaching and learning
• Self-reflexive research

• University of KwaZulu-Natal, South Africa

  Daisy Pillay, Inbanathan Naicker, Kathleen Pithouse-Morgan

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