Can transformation be the primary goal of autoethnographic research? In this book, the authors provide proof that this is indeed possible. Since autoethnography first appeared as a nascent approach to social inquiry, much has been written about it as a useful addition to the field of qualitative research methods. Over the years, its usage has been extended across various disciplines including the humanities, human services, social sciences, leadership studies, engineering, education, counseling, and even medical education. Notably, the primary function of autoethnography to advance our understanding around sociocultural phenomena has been increasingly paired with a parallel function of the many ways in which this research method can also contribute to practice. However, though its contribution to scholarship is well documented, less has been written about its practical usage as the focal point of inquiry. Yet there is growing evidence that one of the emerging strengths of autoethnography is its transformative capabilities. In Transformative Autoethnography for Practitioners, Hernandez, Chang and Bilgen turn the spotlight on autoethnography as a tool for practitioners where the primary goal is to solve real world problems by facilitating transformational change at the individual, group and/or organizational levels. They draw on existing scholarship as well as their collective work and expertise to provide a Transformative Autoethnographic Model (TAM) for use by practitioners who are intent on effecting such changes in their respective contexts.
The introduction to Transformative Autoethnography for Practitioners provides an overview and an explanation of different approaches and variations of single focused ethnographic work (SAE) and collaborative autoethnography (CAE). It also presents and discusses in detail the TAM framework as consisting of several iterative steps. Parts 1-3 are each comprised of two chapters. The first chapter of each section situates the discussion of the AE/CAE for transformation at the individual, group and organizational level in the relevant literature. In the second chapter of each section, the authors provide examples, practical details and resources about how to apply TAM within each context. The book ends with a final chapter which explores future applications and directions for the TAM-AE/CAE model across various contexts, including in digital spaces.
Can transformation be the primary goal of autoethnographic research? In this book, the authors provide proof that this is indeed possible. Since autoethnography first appeared as a nascent approach to social inquiry, much has been written about it as a useful addition to the field of qualitative research methods. Over the years, its usage has been extended across various disciplines including the humanities, human services, social sciences, leadership studies, engineering, education, counseling, and even medical education. Notably, the primary function of autoethnography to advance our understanding around sociocultural phenomena has been increasingly paired with a parallel function of the many ways in which this research method can also contribute to practice. However, though its contribution to scholarship is well documented, less has been written about its practical usage as the focal point of inquiry. Yet there is growing evidence that one of the emerging strengths of autoethnography is its transformative capabilities. In Transformative Autoethnography for Practitioners, Hernandez, Chang and Bilgen turn the spotlight on autoethnography as a tool for practitioners where the primary goal is to solve real world problems by facilitating transformational change at the individual, group and/or organizational levels. They draw on existing scholarship as well as their collective work and expertise to provide a Transformative Autoethnographic Model (TAM) for use by practitioners who are intent on effecting such changes in their respective contexts.
The introduction to Transformative Autoethnography for Practitioners provides an overview and an explanation of different approaches and variations of single focused ethnographic work (SAE) and collaborative autoethnography (CAE). It also presents and discusses in detail the TAM framework as consisting of several iterative steps. Parts 1-3 are each comprised of two chapters. The first chapter of each section situates the discussion of the AE/CAE for transformation at the individual, group and organizational level in the relevant literature. In the second chapter of each section, the authors provide examples, practical details and resources about how to apply TAM within each context. The book ends with a final chapter which explores future applications and directions for the TAM-AE/CAE model across various contexts, including in digital spaces.
Kathy-Ann C. Hernandez, Ph.D. is a Professor of Leadership
in the College of Business and Leadership and co-chair of the Ph.D.
Program in Organizational Leadership at Eastern University in
Pennsylvania. Dr. Hernandez is also CEO of Nexe Consulting and
regularly consults with school districts, churches, schools,
government offices, and colleges and universities nationally and
internationally. She is a scholar/activist who has collaborated to
conceptualize, secure funding, implement, manage and evaluate
several university-community partnership programs. In recognition
of her work, she was awarded the Marlene Smigel Korn Humanitarian
Award for excellent contribution in teaching, scholarship and/or
service from the College of Education at Temple University. Dr.
Hernandez is a trained research methodologist who is actively
involved in conducting research, facilitating research workshops,
and teaching and advising on social science research methods and
program evaluation. She has authored several book chapters and
articles and serves as a co-editor for the International Journal of
Multicultural Education. She is the co-author of Collaborative
Autoethnography (2013) with Heewon Chang and Faith Wambura
Ngunjiri, as well as the author/presenter on several other
autoethnographic-related scholarship projects. Her work has
appeared in the Handbook of Autoethnography, The International
Journal of Qualitative Studies inEducation, and The Journal of
Research Practice. Her career mission is to bridge the gap between
scholarship and practice through the sound application of research
findings to solving real world problem. To this end, her research
is focused on the salience of race/ethnicity, gender, spirituality,
and social context in identity formation, leadership development,
and social and academic outcomes for marginalized populations. She
is also committed to interrogating and fostering the leadership
development experiences of women and minorities in academic and
public settings.
Heewon Chang, PhD, is Professor at Eastern University, USA,
and serves as the Chair of the PhD in Organizational Leadership
program. Over 30 years in higher education, her teaching and
research focus has expanded from education to organizational
leadership. Despite the disciplinary shift, she has maintained her
love for qualitative research, justice-oriented scholarship, the
global mindset for cultural diversity and multiculturalism, systems
thinking for organizations and leadership, and basic and higher
education. Her teaching at the undergraduate and graduate levels
reflect her scholarly commitment to these topics. Besides teaching
she enjoys providing mentoring to students through dissertation
advising and fellow scholars through journal editing. In addition
to helping over 20 students complete their dissertation journeys,
she founded two academic journals, including the International
Journal of Multicultural Education. As Editor-in-Chief for 20
years, she had the privilege of working with over a thousand
authors who pursued educational equity for diverse students in
various global contexts. She has published four books, including
Adolescent Life and Ethos (1992), Autoethnography as Method (2008),
Spirituality in Higher Education (2011, co-edited), and
Collaborative Autoethnography (2013, co-authored). Among various
articles and book chapters she has published, some on the topic of
autoethnography have appeared in Qualitative Health Research
(2016), Journal of Autoethnography (2020), Handbook of
Autoethnography (2013; 2022), and Handbook of Sociological
Ethnography (2022). She still wakes up every day with a belief that
our world would be a better place if we care for the self with the
consideration of others and our collective environment.
Wendy A. Bilgen is an online adjunct instructor for
Cornerstone University, Professional and Graduate Studies (PGS).
She also maintains a private counseling and consulting practice in
Turkey where she has lived for the past two decades. Her Ph.D. in
Organizational Leadership is from Eastern University and her
dissertation was an autoethnographic study joining dialogical self
theory and intersectionality with social justice leadership
identity theories to explore how diverse, multifaceted personal
identities interact within challenging power-filled contexts. Her
professional and research interests have aligned with her life
purpose exploring and developing narrative practices through
diverse forms of inquiry. Interacting with the stories and
experiences of self and others at the intersection of identity,
culture, and spirituality have focused her activities as an
edge-walking practitioner, dividing time between teaching,
counseling, speaking, research, and writing in the U.S. and Turkey.
Through her work she hopes that voices normally held at the margins
of society would be stimulated to speak new wisdom and knowledge
into all levels of society in order to stimulate social innovation
and healing in individuals, organizations, communities, and
societies around the globe.
"Transformative Autoethnography for Practitioners: Change Processes and Practices for Individuals and Groups is a must-read for autoethnographic researchers. The captivating combination of a wealth of diverse insider experiences, passion and deep grasp of the challenges, opportunities and the subject literature ensures a perfect fit for the audience. The clear, inviting and confident writing style will inspire practitioners and novice researchers to work through the examples and templates as individuals or in collaboration with others. To embrace the enriching experience of transformative autoethnography (consequential or purposefully pursued) fully informed of the need to always strive for scientific rigor. I am looking forward to a new generation of transformative autoethnographic researchers and practitioners."--Ina Fourie, DLitt et Phil, Full professor, Head: Department of Information Science and Chair: School of Information Technology University of Pretoria, South Africa
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