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The Routledge International Handbook of Autoethnography in
Educational Research presents diverse and rigorous contemporary
research at the intersection between autoethnography and
educational research. The handbook investigates the bidirectional
connection between autoethnography and educational research in
relation to four themes: enhancing teaching and teacher education
with autoethnography; enlarging doctoral study and supervision with
autoethnography; conducting identity work and relationship-building
via autoethnography; and promoting social justice through
autoethnography. In addition to the synthesising introduction and
conclusion chapters, the 27 main chapters in the handbook cover
current research from Africa, Aotearoa New Zealand, Australia,
Bangladesh, Canada, Spain, the United Kingdom, the United States
and Venezuela. The chapters present novel applications of several
key concepts and research methods, including activism, arts-based
research, critical reflection, decolonising feminism, doctoral
study and supervision, hybrid identities, Indigenous research,
migrant education, racism, researcher self-efficacy, teacher
identity, visual autoethnography and writing as voice. This book
will be of use to all researchers, and doctoral and Masters
students, using qualitative and autoethnographic methods in
Education and related fields.
This book explores the phenomenon of researchers at risk: that is,
the experiences of scholars whose research topics require them to
engage with diverse kind of dangers, uncertainties or
vulnerabilities. This risk may derive from working with variously
marginalised individuals or groups, or from being members of such
groups themselves. At other times, the risk relates to particular
economic or environmental conditions, or political forces
influencing the specific research fields in which they operate.
This book argues for the need to reconceptualise - and thereby to
reimagine - the phenomenon of researchers' risks, particularly when
those risks are perceived to affect, and even to threaten the
researchers. Drawing on a diverse and global range case studies
including Aotearoa New Zealand, Australia, Baluchistan, Cyprus, and
Germany, the chapters call for the need to identify effective
strategies for engaging proactively with these risks to address
precarity, jeopardy and uncertainty.
This book explores the challenges and considerations of researchers
who work on the educational margins of society. It investigates the
diverse and specific research strategies that have been developed
to ensure research is authentic, ethical, rigorous, situated and,
where possible, empowering. Traversing cutting-edge global
research, the chapters demonstrate the effectiveness of specific
research methods when researching within educational margins
related to particular 'wicked problems'. Against a backdrop of
increasing scrutiny of the conduct of researchers working with
marginalised people, this book provides an informed and empowering
overview of research methods for those working with marginalised
groups.
This book explores the phenomenon of researchers at risk: that is,
the experiences of scholars whose research topics require them to
engage with diverse kind of dangers, uncertainties or
vulnerabilities. This risk may derive from working with variously
marginalised individuals or groups, or from being members of such
groups themselves. At other times, the risk relates to particular
economic or environmental conditions, or political forces
influencing the specific research fields in which they operate.
This book argues for the need to reconceptualise - and thereby to
reimagine - the phenomenon of researchers' risks, particularly when
those risks are perceived to affect, and even to threaten the
researchers. Drawing on a diverse and global range case studies
including Aotearoa New Zealand, Australia, Baluchistan, Cyprus, and
Germany, the chapters call for the need to identify effective
strategies for engaging proactively with these risks to address
precarity, jeopardy and uncertainty.
Marginalisation of Older Men: The Lost Boys focuses on the
phenomenon of the marginalisation of older men and the impact of
gendered ageing as a pathologic disorder leading to suicide
ideation, rather than a celebratory state. In this engaging
investigation,Deborah Mulligan explains why and how some older men
have become marginalised in society, and the effects of this social
isolation. The book offers effective and unique methods for
researching marginalised groups and individuals to maximise
innovativeness, reciprocity and utility for research participants.
Mulligan skilfully articulates and communicates the hitherto
unheard voices of older males. These voices represent a vital
element in the mitigation of loneliness, social isolation and
suicide. The lived experience of these individual men and their
peers provides vital health information for older men in both
contemporary and future society.
This book explores the challenges and considerations of researchers
who work on the educational margins of society. It investigates the
diverse and specific research strategies that have been developed
to ensure research is authentic, ethical, rigorous, situated and,
where possible, empowering. Traversing cutting-edge global
research, the chapters demonstrate the effectiveness of specific
research methods when researching within educational margins
related to particular 'wicked problems'. Against a backdrop of
increasing scrutiny of the conduct of researchers working with
marginalised people, this book provides an informed and empowering
overview of research methods for those working with marginalised
groups.
Marginalisation of Older Men: The Lost Boys focuses on the
phenomenon of the marginalisation of older men and the impact of
gendered ageing as a pathologic disorder leading to suicide
ideation, rather than a celebratory state. In this engaging
investigation,Deborah Mulligan explains why and how some older men
have become marginalised in society, and the effects of this social
isolation. The book offers effective and unique methods for
researching marginalised groups and individuals to maximise
innovativeness, reciprocity and utility for research participants.
Mulligan skilfully articulates and communicates the hitherto
unheard voices of older males. These voices represent a vital
element in the mitigation of loneliness, social isolation and
suicide. The lived experience of these individual men and their
peers provides vital health information for older men in both
contemporary and future society.
This book identifies and challenges assumptions about the doctorate
and the discourses associated with it. The editors and contributors
subvert and transform the de facto assumptions that frame the ways
in which 'the doctorate' is spoken and written, and thus underpin
approaches to planning, conducting and evaluating doctoral
research. Giving voice to doctoral students and supervisors, the
book opens a pathway for their own stories: why students entered
doctoral study, the understandings and experiences they gleaned
from it, and the implications for their own character. The book
questions what kinds of discourses help to construct contemporary
doctoral research, and how these might be de- and reconstructed,
and asks what doctoral study might look like in the future.
Academics, students and practitioners alike will find an avenue
into rigorous research design from reflective and insightful
scholars who provide a voice for doctoral strategies for success.
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