Transformative Autoethnography: An Examination of Cultural Identity and its Implications for Learners

Autor/in	Sykes, Brent E.
Titel	Transformative Autoethnography: An Examination of Cultural Identity and its Implications for Learners
Quelle	In: Adult Learning, 25 (2014) 1, S.3-10 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-1595
DOI	10.1177/1045159513510147
Schlagwörter	Minority Group Students; Cultural Background; Self Concept; Transformative Learning; Learning Theories; Educational History; Ethnography; Teacher Role; American Indians; Adult Educators; Tribes; Whites; American Indian Culture; Cultural Isolation; Personal Narratives; Teacher Attitudes; Phenomenology; Program Development; Dance; American Indian Education; Qualitative Research + Suchen Sie Ihr Suchwort? Selbstkonzept; Pädagogische Transformation; Learning theory; Lerntheorie; History of education; Bildungsgeschichte; Ethnografie; Lehrerrolle; American Indian; Indianer; Adult education teacher; Adult education; Adult training; Teacher; Teachers; Adult educator; Erwachsenenbildner; Erwachsenenbildung; Lehrer; Lehrerin; Lehrende; Tribal society; Stammesgesellschaft; White; Weißer; Erlebniserzählung; Lehrerverhalten; Phenomenological psychology; Phänomenologie; Psychologie; Programmplanung; Tanz; Qualitative Forschung
Abstract	The cultural experiences of minority learners are often omitted from the formal curriculum leading to exclusion and a sense of cultural loss. In this study, the researcher's lived experience serves as the basis to develop a novel research strategy: transformative autoethnography. The researcher uses the method of autoethnography to more deeply understand his roles as Chickasaw and adult educator, amplified by his unique role as the developer of a tribal learning community situated at a research university. This immersive experience serves as the context for self-reflection, which includes an educational history marred by my perceptions of Whiteness and lack of cultural connectedness. Transformative learning theory serves as the theoretical framework by which the author comes to appreciate the intersection of culture, identity, and meaning. The research context is triangulated with the experiences of other Chickasaws, including learning community participants, providing an autoethnography steeped in phenomenological thought. This credible qualitative account serves as a roadmap for the educational journeys of Native Americans and other minority adult learners and the educators, advisors, and program developers who strive to support them. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10