Teaching Autoethnography Through Vulnerability
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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.
KeywordsAutoethnography Qualitative research Pedagogy Teaching Vulnerability
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