Finding Myself in Methodology

Maggie McDonnell


A college teacher and doctoral candidate explores autoethnography. The author suggests that her research is suited to an autoethnographic approach, but struggles with how such research is perceived and valued. Research into educational practices focused on quantitative data until the late twentieth century, reflecting a larger shift from research‑centred to subjective research. Researcher‑practitioners have since become increasingly regarded as ideally positioned to contribute to the ongoing discussion of teaching and learning. Autoethnography focuses not exclusively on the self, but on the relationship between self and other. The author describes variations on autoethnography, her own positionality and her methods, including interactive interviewing. 


autoethnography; self-study; researcher-practitioner; methodology; positivism; social constructivism

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Last updated November 2 2018