Search Results (39)

This paper explores suicidality and suicide research from an autoethnographic analysis framed through grief concepts. Self-identifying as a Muslim in the United States, the author explains how lived experiences being racialized through Islamophobia, identifying as a genderfluid non-binary woman, being socially biracial, holding a postpartum bipolar diagnosis, and being connected to a diaspora, are critical elements to develop a deeper sociocultural understanding of suicide. Grief concepts that are used to analyze these themes include disenfranchised grief, ambiguous loss, anticipatory grief, and secondary loss. While these grief concepts are understood as part of the author’s embodied lived experience as an individual, there is also a collective grief that is explored through the author’s bilingual experience with Arabic as it relates to the topics of suicide and genocide occurring in the Arabic-speaking diaspora located in Gaza, Palestine. A conceptual framework is offered to make sense of the author’s lived experience by both incorporating and challenging existing academic perspectives on suicide and research. The emic, or insider, perspective is contextualized such that it may hold implications beyond the individual author, such as for U.S. Muslims and other hard-to-reach populations. A positionality statement demonstrates the author’s reflexivity of being an insider ‘participant’–researcher in conducting transformative research approaches with the U.S. Muslim community. Further directions are shared for scholars with lived experience who may seek to utilize comparable individual or collaborative autoethnographic approaches with such majority-world communities. Full article

The content in this autoethnography manuscript is significant because it takes a different angle than the typical discourse surrounding sport-based youth development (SBYD). Typically, the discourse on SBYD focuses on the positive outcomes of improved social–emotional learning and academic achievement. In using an autoethnographic approach, I share stories from my personal experience as a practitioner in the field to illustrate a new perspective on how to think about the impact of sport-based youth development on young people. Though those outcomes are positive and impactful, they fail to capture the continued inequity in the quality of youth sports programs in underserved communities compared to others. I utilize research in SBYD to analyze each story as a practitioner in the field to thoroughly reflect on my personal experiences and their relation to social justice. The stories are also a tool for making the connection between the individual work of various organizations pursuing sport equity. Through storytelling, reflection, and analysis, I connect the mission of each organization I worked with to the concept of social justice youth development in a more personalized way than numbers and data can illustrate. Additionally, this autoethnography highlights non-traditional sport spaces and advocates for a way to fuse social justice into them. This manuscript seeks to simultaneously refresh the way equity in sport has been looked at, while also illuminating the ways it is already being examined. The paper presents new questions that can be used to better analyze the presence of social justice in youth sports and provides a potential pathway forward by grounding in a definition of quality SBYD programming. These questions imply that the measures of the impact and potential benefits of SBYD may need to be redefined to better match the real lived experiences of individual youth participating in such programs. Full article

This study explored how volunteer management is adapted to the specific context of a nonprofit organization (NPO). Through a participatory autoethnographic approach in Huellas Foundation, a Colombian NPO that supports its mission operation in volunteer action, it examined how management practices evolve and adjust according to the particular needs of the context. The analysis revealed two fundamental principles that emerge and guide volunteer management: self-realization and institutional recognition. It also identified four key components that shape the management process: the conversation between roles, profiles, times, and interests; the understanding of volunteering as a cultural reference; the balance between legal shielding and emotional construction; and the contribution of volunteer action to the social organization. The findings suggest that effective volunteer management requires continuous adaptation of practices according to the specific context, considering both the needs of the organization and the motivations of volunteers. This study contributes to the existing literature by providing empirical evidence on how the contingent approach to volunteer management manifests itself in a Latin American context and offers valuable insights for the adaptation of practices in different organizational contexts. Full article

This article examines the resurgence of fascism and white supremacy politics in Western societies through the lens of status, honor, and dignity. By focusing on the political appeal of leaders like Donald Trump, Jair Bolsonaro, Viktor Orbán, and others, this study argues that these leaders resonate with primarily white, male supporters who feel that their social status and cultural identity are under threat. Drawing on works by Isabel Wilkerson, Ashley Jardina, and Arlie Hochschild, this analysis highlights how anxieties surrounding demographic shifts, perceived “status loss”, and narratives of cultural displacement fuel support for authoritarian policies. It posits that contemporary right-wing movements in the US, Europe, and Latin America are less about economic grievances and more about defending a social hierarchy in which white identity is paramount. This pursuit, while objectively not the same, still mirrors struggles among historically marginalized communities, as discussed by scholars like Bhimrao Ambedkar and Gopal Guru, challenging traditional rational-choice models of political behavior. Relying on an auto-ethnographic account obtained from living in one of the US’s most conservative regions, the West Texas plains, this study suggests that authoritarianism’s appeal lies in its promise to restore a social order steeped in white male dominance, showing how feelings of honor and pride can override democratic principles and fuel political polarization. Ultimately, this article cautions that a social science approach relying solely on rational actor models risks overlooking the potent influence of status anxieties in shaping modern political landscapes, with significant implications for democracy and justice. Full article

This article explores the question, ‘What is distinctive about doing theology as an evangelical?’ It takes an autoethnographic approach, recounting how this practical theologian has wrestled with how evangelical conviction should shape the stance for practicing theology. This article will work with the findings of the writer’s own empirical studies to develop an argument for how two stances create a distinctively evangelical practice of interpretation. First, the stance of biblicism is explored in terms of how it functions for evangelicals carrying out theological reflection. Second, the article discusses how evangelicals practice theology as though divine revelation is on-going, as Andrew Root writes, ‘Jesus still does stuff’ (2014). This leads to a stance of expectancy that God is still at work in the world and ‘talks back’. This article concludes that the implication of the stances means that practicing theology entails hermeneutics and research which decentralize the self. Full article

This article explores Islamic Teacher Education through an autoethnographic account of the author’s experience with the Graduate Certificate of Education (Islamic Pedagogy) at the University of South Australia. It addresses the lack of research on how Islamic Pedagogy is taught, contributing to the growing scholarship on faith-based teacher education. Autoethnography is a qualitative research method that combines autobiography and ethnography, emphasising personal experiences to explore cultural communities. It is especially useful in studying emerging concepts like Islamic Pedagogy and faithful praxis. This approach challenges Western positivism, promoting epistemic reflexivity, and offering critical insights into marginalised perspectives and educational practices. This paper employs autoethnography to present the author’s faithful praxis journey as a transformative pedagogical shift, shaped by their experiences with Western and Islamic epistemologies, aiming to empower Muslim voices in education and challenge marginalisation, with the Graduate Certificate fostering epistemic reflexivity and providing a platform to reconcile Islamic and Western knowledge in the classroom. This paper also clarifies the distinction between Islamic Pedagogy and Islamic integration through autoethnography by highlighting their complementary nature as opposed to the author’s initial assumptions around their interchangeability. Whilst this article contributes to the growing Islamic Teacher Education scholarship through an autoethnographic perspective, further research to assess broader program efficacy is still needed. Full article

As Vietnam navigates challenges to its animal, human, and environmental health (One Health) during rapid economic transitions, understanding local perceptions of sustainable food systems, particularly aquatic foods, is vital. This study employs a transdisciplinary, autoethnographic approach to exploring the cultural significance of aquatic food perceptions within Vietnamese communities. Data were primarily sourced through an autoethnographic triangulation method, involving detailed field diaries, vignettes, and interactive workshop data collected from local stakeholders. Our distinctive approach, involving researchers from environmental science, computer science, linguistics, political ecology, aquaculture, nutrition, human physiology, marketing, and accounting and accountability, as both participants and observers, illuminates the lived experiences that shape food perceptions within Vietnam’s specific food agro-ecosystems. By embedding aquatic food perceptions within the One Health framework, we identify key intersections between human, animal, and environmental health. Through cross-disciplinary narrative analysis, our study uncovers the social, political, economic, cultural, and linguistic dimensions surrounding aquatic food perceptions at local, regional, and national levels in Vietnam. Our study highlights the unique contribution of qualitative methods to addressing questions that hard data cannot answer in understanding perceptions of aquatic foods. The study emphasizes the need for an integrated, culturally informed, and transdisciplinary approach to addressing the complex factors influencing One Health outcomes in Vietnam. This research contributes to the broader discourse on sustainable food practices and One Health initiatives, proposing culturally informed interventions aimed at enhancing ecological resilience and public health. Full article

The purpose of this study was to advance knowledge and understanding of the emotional implications retired athletes experience when diagnosed with hypertrophic cardiomyopathy. This study employed an autoethnographic method to explore the consequences of living with this potentially life-threatening heart condition from a first-person narrative, using the account-making model of coping and loss as framework. The results illuminate the lived experience of someone diagnosed with hypertrophic cardiomyopathy and subsequent forced transition out of high-performance sport. This study provides practitioners with insights into this topic so that relevant and tailored interventions can be implemented to help retiring athletes who are diagnosed with hypertrophic cardiomyopathy cope with the career transition process. Notably, this paper also offers a full, complete autoethnography rather than extracts of autoethnographic writing typically provided in journal articles due to formatting restrictions. Thus, we showcase the valuable contribution this methodology has to offer scholars and practitioners. Full article

Compassion fatigue (CF) is a well-researched topic in the fields of mental health and nursing. However, studies on CF in the fields of primary, secondary, and higher education are very recent and scant. Compassion fatigue (CF) can be defined as the empathic strain or general exhaustion experienced by helping professionals such as psychotherapists, nurses, social workers, healthcare workers, family caregivers, and elderly caregivers. In this paper, utilizing the Double ABC-X Stress Model, we explored the antecedents, experiences, and consequences of compassion fatigue among college students and professionals who have previous personal experiences with stress and trauma, work with children and families, and work in higher education to prepare professionals to work in such fields. This study uses an autoethnographic approach, where the five authors of the study were also the participants. Utilizing the lifespan and ecological perspectives, we examined the symptoms preceding compassion fatigue and preventative strategies, as well as risk factors and protective factors. This study covers a breadth of compassion fatigue, from predisposition to onset and recovery, and considers alternative strategies for coping, including creating meaning from difficult experiences. Full article

This study explores the impact of the COVID-19 pandemic on the motivation of medical students using a mixed-method, user-led approach with students as both participants and researchers. Data were collected in 2021 through essays describing students’ motivation during the pandemic. The essays were coded, categorized, quantified, and statistically analyzed for gender-based differences. Results showed that while 71% of students reported increased motivation, female students more often experienced fluctuating motivation levels. Key motivational factors included career aspirations and educational purpose, whereas demotivational factors involved disruptions to college life and mental health struggles. Notably, female students disproportionately expressed doubts about the medical profession. The study also utilized a collaborative autoethnographic method to explore the researchers’ own pandemic experiences, revealing long-term positive effects and resonating with initial findings. This research contributes to understanding the pandemic’s long-term impact on medical students and offers insights into nurturing resilient future doctors capable of handling healthcare crises. Full article

Schools in Hong Kong are encouraged to engage students in learning activities to strengthen moral and values education. The use of fairy tales in drama teaching—in this case, Mr. Fox—is an approach to learning that can present opportunities to positively engage students in a range of issues, such as moral and value education. The aim of this research was to enhance moral and values education by taking an autoethnographic approach to exploring my experiences of using and adapting a Western fairy tale with local student teachers learning to teach drama as part of their Master of Education degree at a university in Hong Kong. The use of various narrative genres to engage in the process of self-dialogue emerged as an important source for developing understandings of teaching and learning. Through this reflective process, I gained insights into my own teaching and the challenges and benefits of using fairy tales and structured drama in moral and value education. This research also revealed that fairy tales, as cultural treasures passed down through generations, may hold immense value as a resource for personal enjoyment, drama teaching, and academic exploration. Full article

The meaning of care in residential child care is under-developed. It can often be represented through its absence, seen as offering at best basic physical tending but lacking emotional connection or warmth. At worst, residential care settings said to be institutionally abusive can be characterised as being antithetical to what we might imagine care should be. Residential schools and especially those run by religious orders attract particular opprobrium in this regard. In this article, I adopt a broadly autoethnographic approach to reflect on how boys (now men in their late 40s and early 50s) brought up in the 1980s in a Scottish residential school recall being cared for. The article uses Axel Honneth’s theory of recognition and its three pillars of love, rights and solidarity to group themes from how former pupils speak about their experiences of care. These accounts challenge the received narrative of such settings failing to offer care. The discussion reflects some ideas around care and about how we understand public care historically. Full article

The complexity of contemporary global challenges concerning biosocial–political wellbeing comprises humanity’s actions on many scales. Planetary Health and One Health are examples of broad fields emerging in the last decade to address these complexities. Scientific research has been focusing mainly on the biological aspect of the problem, and the role of indigenous knowledge systems (IKS) as drivers of change in Planetary Health is poorly explored. Transdisciplinary approaches are needed, and, thus, it is essential to highlight the social–political side of this reality by integrating social sciences and humanities in these research communities. The Africa Community of Planetary Partners for Health and Environment (ACOPPHE), through its Art and Indigenous action team, seeks to explore this integration by interrogating and engaging in research using self-study methodologies and arts-based research methods. In traditional scientific research, it is common practice that the researcher is positioned outside of their research. The results are expected to offer complex scientific answers that are often not useful for communities in need of solutions. Frequently, the arts have not received sufficient exploration as a means for research. Another aspect of this problem is that the indigenous peoples of many places in the world have often had their knowledge of human and planet health marginalized because it was practice-based and passed down through the embodiment of knowledge and not through modern-day written knowledge. Autoethnographic and arts-based methodologies have great potential here in bridging the communication between the scientific world and the lived experience of the communities through their cultural and traditional practices. They make room for intersectionality, as well as making the knowledge from research findings valuable and explicit to the layman. Self-study methodologies offer the space for sharing lived experiences, critical dialogue, and possible solutions for the biosocial and political issues that our world faces today. Full article

The hubbub of teaching lives is enriched by the relationships between students, colleagues, parents and the larger schooling community. When these relationships are disharmonious, attending to the dissonance within these relationships may offer insight into teachers’ relational work. This autoethnographic article focuses on one international elementary school teacher’s experience of teaching online in West Africa during COVID-19. Teaching online in a developing country with political and physical instabilities compounded the chaotic experience of living and working during the pandemic. Guided by this research question, “How did online learning impact my relationship with students?”, the author utilized writing as an inquiry approach to make sense of the challenging aspects of her online teaching experiences. By delving into narrated moments, the author engaged in reflexive analysis of storied experiences. This process illuminated the meaning-making steps that she took to appreciate the nuances contained within specific moments that she had with a student and his father. Through storying and re-storying these moments, the author wondered and metaphorically wandered to unearth potential emotions, assumptions and motivations that permeated her experiences. Such an explorative focus on teachers’ subjective meaning-making process augments the wider body of work on online education and, in particular, this study’s inquiry into the complexity of educational relationships through a narrative lens offers insights into the inner workings of teacher emotions and feelings. This paper reveals how teachers may benefit from adopting a reflective and reflexive sense-making approach towards understanding their emotions, feelings, responsibilities and relationships with students and parents, especially during a time of crisis. This article contributes to the ongoing discussions about the complexities of teachers’ relational work and it enriches the extant literature on online education by shedding light on the individualistic ways that teachers cope with the uncertainties of teaching during a time of crisis. Deeping our collective understanding of how teachers cope can help us to provide better support for teachers and students during crises such as COVID-19. Full article

The release of the large language model-based chatbot ChatGPT 3.5 in November 2022 has brought considerable attention to the subject of artificial intelligence, not only to the public. From the perspective of higher education, ChatGPT challenges various learning and assessment formats as it significantly reduces the effectiveness of their learning and assessment functionalities. In particular, ChatGPT might be applied to formats that require learners to generate text, such as bachelor theses or student research papers. Accordingly, the research question arises to what extent writing of bachelor theses is still a valid learning and assessment format. Correspondingly, in this exploratory study, the first author was asked to write his bachelor’s thesis exploiting ChatGPT. For tracing the impact of ChatGPT methodically, an autoethnographic approach was used. First, all considerations on the potential use of ChatGPT were documented in logs, and second, all ChatGPT chats were logged. Both logs and chat histories were analyzed and are presented along with the recommendations for students regarding the use of ChatGPT suggested by a common framework. In conclusion, ChatGPT is beneficial for thesis writing during various activities, such as brainstorming, structuring, and text revision. However, there are limitations that arise, e.g., in referencing. Thus, ChatGPT requires continuous validation of the outcomes generated and thus fosters learning. Currently, ChatGPT is valued as a beneficial tool in thesis writing. However, writing a conclusive thesis still requires the learner’s meaningful engagement. Accordingly, writing a thesis is still a valid learning and assessment format. With further releases of ChatGPT, an increase in capabilities is to be expected, and the research question needs to be reevaluated from time to time. Full article