Informing Education Research and the Praxis of Leadership through the use of Autoethnography and Phenomenology

Authors

  • Lisa J Starr University of Victoria

Keywords:

Educational leadership, autoethnography, phenomenology, education

Abstract

For the purpose of this paper, I outline how phenomenology and autoethnography can be used to inform educational research and the praxis and educational leadership. I orient the reader by establishing the parameters for what is intended here in the use of the terms educational research and the praxis of educational leadership. Additionally, I offer explanations of both autoethnography and phenomenology, their value in educational research and specifically, their value in studying educational leadership.

Author Biography

Lisa J Starr, University of Victoria

Lisa J. Starr is a former secondary school teacher currently completing a doctoral degree in Social, Cultural and Foundation studies in the Department of Curriculum and Instruction at the University of Victoria. She received a Master of Arts degree in administration and supervision while working overseas. Her teaching career led her from Canada to Pakistan, Kuwait and Mongolia and created a passion for the study of the relationship between identity and culture, particularly in relation to educational effectiveness and school leadership. Of critical importance to her practice as an educator is the facilitation of opportunities to challenge thinking around three questions: What are we doing? Why do we do what we do? How can we do the things that we do better? Lisa strives to facilitate experiences beyond simple show and tell to create transformative learning environments where individuals are inspired and empowered. Her current research focus is the use of autoethnography in the study of leadership philosophy and practice.

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Additional Files

Published

2014-12-12

Issue

Vol. 5 No. 3 (2014)

Section

Position Paper/Essai

License

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