Autoethnographic Research Grounded Knowledge in School Context
Main Article Content
Abstract
Teachers, who are acting and researching in school setting across the nation, would foster educational reform from the ground. Autoethnographic research is a type of qualitative research that is commonly conducted out in other countries among groups of teachers that believe in socio-cultural context-based learning and classroom action research. It is regarded as a way of knowing that encourages teachers to learn and solve problems in their classroom setting by using a method of reflective thinking and narrative to tell the stories that occur in their teaching in class in a variety of socio-cultural contexts about problems, findings, and learner development outcomes. This article discusses the origins of autoethnographic research, the implementation in an educational context, techniques for writing research reports, and showing the quality of research in an academically reliable fashion. This can be beneficial and is regarded as an excellent opportunity to improve future education.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
References
Abrams, S. (n.d.). Part One: Description, Narrative, and Reflection EmpoWord: A Student-Centered Anthology & Handbook for College Writers. https://pdxscholar.library.pdx.edu/pdxopen/20/
Adams, T. E., Ellis, C., & Jones, S. H. (2017). Autoethnography. In The International Encyclopedia of Communication Research Methods (pp. 1–11). Wiley. https://doi.org/10.1002/9781118901731.iecrm0011
Afonso, E. Z., De, F., & Taylor, P. C. (2009). Critical autoethnographic inquiry for culture-sensitive professional development. Reflective Practice, 10(2), 1–12. https://doi.org/10.1080/14623940902786404
Bochner, A. P., & Ellis, C. S. (2006). Communication as autoethnography. SAGE.
Buripakdi, A. (2013). Autoethnography: Introductory conceptual framework. Liberal Arts Journal, 5(1), 63–75.
Charles, P., Taylor, S., & Nhalevilo, E. A. (2003). What Is Mozambican Chemistry? An Autoethnographic Inquiry. www.usak.ca/education/people/aikenhead/RSTE.htm
Chinasa, P., Sohsomboon, P., & Yuenyong, C. (2021). Seeing and Understanding new Opportunities for Developing Educational Research Through Research Multi-Paradigms. Journal of Education Rajabhat Maha Sarakham University, 18(2). https://so06.tci-thaijo.org/index.php/edu-rmu/article/view/252434/170409
Christie, M., Carey, M., Robertson, A., & Grainger, P. (2015). Putting transformative learning theory into practice. Australian Journal of Adult Learning, 55(1), 10–30.
Cohen, L., Manion, L., & Morrison, K. (2000). Research Methods in Education. Routledge Falmer.
Creswell, J. (2008). Educational research: Planning, conducting and evaluating quantitative and qualitative research (3rd ed.). Pearson Prentice Hall.
Eisenhart, M. (2000). Boundaries and selves in the making of ‘science.’ Research in Science Education, 30(1), 43–55.
Ellis, C., & Bochner, A. (2000). Autoethnography, personal narrative, reflexivity. In Denzin & Y. Lincoln (Ed.), Handbook of qualitative research (2nd ed., pp. 733–762). Sage.
Goldschmidt, W. (1997). Anthropology and the Coming Crisis: An Autoethnographic Appraisal (Vol. 79). https://doi.org/10.1525/aa.1977.79.2.02a00060
Hayano, D. M. (1979). Auto-ethnography: Paradigms, problems, and prospects. Human Organization, 38, 99–104. https://doi.org/10.17730/humo.38.1.u761n5601t4g318v
Heider, K. G. (1975). What do people do? Dani auto-ethnography. Journal of Anthropological Research, 31(1), 3–17. https://doi.org/10.1086/jar.31.1.3629504
Kajoinkeatpadung, Y., Luangkaew, P., & Wantha, K. (2020). Legal Problems Regarding Decentralization of Schools. Pañña Panithan Journal, 5(1), 256–268. https://so05.tci-thaijo.org/index.php/PPJ/article/view/242953
Koment J., Panyadee C., & Choprayoon O. (2017). Ethnographic Research: The Anthropological Investigation That Is More The Study Of Ethnic Groups. Mekong-Salween Civilization Studies Joural, 8(2), 163–219. https://so04.tci-thaijo.org/index.php/jnuks/article/view/75073/83131
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic Inquiry. Sage Publications.
Loy, D. (1997). Nonduality. Humanities Press.
Maneelam, P., & Yuenyong, C. (2022). Humanising Eduacre for 21st Century Thai Student (Ethical Dilemmas of Plastic). In Transformative STEAM Education for Sustainable Development (1st ed., Vol. 77). Brill.
Méndez, M. (2013). Autoethnography as a research method: Advantages, limitations and criticisms La autoetnografía como un método de investigación: ventajas, limitaciones y críticas. Colombian Applied Linguistics Journal, 15(2), 279–287. http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S0123-46412013000200010
Mezirow, J. (2009). Transformative learning theory. In E. W. T. Mezirow (Ed.), Transformative learning in a practice: Insights from community workplace, and higher education (pp. 18–31). Jossey-Bass.
Richardson, L. (2000). Writing: A method of inquiry. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (2nd ed., pp. 923–947). Sage Publications.
Roth, W. (2000). Autobiography and science education: An introduction. Research in Science Education, 30(1), 1–12.
Simeon, M. L., Samsudin, M. A., & Yakob, N. (2020). Effect of design thinking approach on students’ achievement in some selected physic concept in the context of STEM learning. International Journal of Technology and Design Education. https://doi.org/10.1007/s10798-202-09601-1
Steiner, S. (2018). How Using Autoethnography Improved My Teaching. https://www.scholarlyteacher.com/post/autoethnography-to-improve-teaching#:~:text=Autoethnography
Taylor, P. C. (2015). Transformative science education. In R. Gunstone (Ed.), Encyclopedia of science education (pp. 1079–1082). Springer.
Taylor, P. C., & Medina, M. N. D. (2013). Educational research paradigms: From positivism to multi-paradigmatic. Journal for Meaning Centered Education, 1. https://doi.org/10.13140/2.1.3542.0805
Wall, S. (2008). Easier Said than Done: Writing an Autoethnography. International Journal of Qualitative Methods, 7(1). https://doi.org/10.1177/160940690800700103
Willis, J. W. (2007). Foundations of qualitative research: Interpretive and critical approaches. Sage Publications.
กระทรวงศึกษาธิการ. (2550). กฎกระทรวง: กำหนดหลักเกณฑ์และวิธีการกระจายอำนาจการบริหารและการจัดการศึกษา พ.ศ. 2550 (pp. 29–36). สำนักพิมพ์คณะรัฐมนตรีและราชกิจจานุเบกษา.
จีระวรรณ เกษสิงห์. (2555). คุณภาพของงานวิจัยเชิงคุณภาพ. In ลือชา ลดาชาติ (Ed.), การวิจัยเชิงคุณภาพเพื่อศึกษาความเข้าใจของนักเรียน (pp. 102–121). โรงพิมพ์อักษรไทย (น.ส.พ. ฟ้าเมืองไทย).
สำนักงานคณะกรรมการการศึกษาขั้นพื้นฐาน. (2551). แนวทางการกระจายอำนาจการบริหารและการจัดการศึกษาให้คณะกรรมการสำนักงานเขตพื้นที่การศึกษาและสถานศึกษา ตามกฎกระทรวง กำหนดหลักเกณฑ์และวิธีการกระจายอำนาจการบริหารและการจัดการศึกษา พ.ศ. 2550 (2nd ed.). โรงพิมพ์ชุมนุมสหกรณ์การเกษตรแห่งประเทศไทย จำกัด.
