Abstract
This chapter concludes the book by applying reflexivity to my experiences in teaching a doctoral seminar on qualitative research methods. This chapter considers how autoethnography might be pedagogically approached. It underscores the need for professors to situate themselves in positions of vulnerability by offering autoethnographic evidence of their own lived and research experiences. This vulnerability allows students to both appreciate the dynamics and the benefits of autoethnography as a qualitative research method and to move toward transforming the classroom into a more open pedagogical space.
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Notes
- 1.
While for the purposes of this chapter I am referring to this course as a doctoral seminar, it should be clarified that, due to the nature of the Australian postgraduate system, this course included select other research students, including MPhil and Honors candidates. Regardless of their degree programs, each of these students was required to pursue some form of original research by writing either a thesis or dissertation. In most departments within the business school, this was a compulsory course for research students. It also merits note that I once I vacated my post at UNSW Business School and I assumed a position at Tecnologico de Monterrey’s EGADE Business School in Mexico, I continue to offer qualitative methods at the doctoral level, though with the move I am solely responsible for the delivery of the course.
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Prasad, A. (2019). Teaching Autoethnography Through Vulnerability. In: Autoethnography and Organization Research. Palgrave Pivot, Cham. https://doi.org/10.1007/978-3-030-05099-3_5
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