Dual Reflections on Teaching and Learning of Autoethnography: Preparing Doctoral Students Authentically for a Career in the Academy
This paper conveys the reflections of an instructor and a graduate student after participating in a graduate course on autoethnography, offered in a college of education at a large public research institution in the United States. In addition to the course focus on autoethnography as a qualitative research approach, the course used authentic practices, which are commonly used by academics, to socialize doctoral students from the social sciences to the demands of their future careers in the academy. Although the number of published autoethnography articles in academic journals has increased, few autoethnography courses are being offered, and even fewer are described in the research literature. The authors share their experiences and address their own assumptions, challenges and breakthroughs across practices, including: informal peer-reviews, drafts revisions, and the ongoing composition of a full-length autoethnographic manuscript to be (potentially) submitted for publication, and, thus, shared with a larger audience of readers. The authors call for more explicit and authentic preparation and socialization of social science doctoral students throughout graduate coursework—especially in light of the growing competition for tenure-stream faculty positions across the social sciences and the humanities.
Rubinstein-Avila, E; Maranzana, S
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