Collaborative Autoethnography as a Pathway for Transformative Learning

Autor/inn/en	Blalock, A. Emiko; Akehi, Meg
Titel	Collaborative Autoethnography as a Pathway for Transformative Learning
Quelle	In: Journal of Transformative Education, 16 (2018) 2, S.89-107 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1541-3446
DOI	10.1177/1541344617715711
Schlagwörter	Transformative Learning; Ethnography; Higher Education; Reflection; Racial Identification; Multiracial Persons; Race; Cooperation; Disadvantaged; Disproportionate Representation + Suchen Sie Ihr Suchwort? Pädagogische Transformation; Ethnografie; Hochschulbildung; Hochschulsystem; Hochschulwesen; Mischling; Rasse; Abstammung; Co-operation; Kooperation
Abstract	Through the exercise of collaborative autoethnography, we propose intentional and purposeful dialogue can act as a pathway for transformative learning. We seek to first deepen our understandings of transformative learning, particularly for underserved students in higher education and second to advance autoethnographic methods, a method that incorporates personal reflections on culture. Our own dialogue as biracial women in higher education represents the transformative power of talking out loud in a space created to honor and recognize our race, ethnicity, and gender. Topics that deal directly with identity development can have an enormous impact on fostering transformative learning. Moreover, when nondominant methods such as collaborative autoethnography are practiced, specifically with underserved students, deep relationships and soul work can occur. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01