Critical Autoethnography and Intercultural Learning

Qualitative Research and Intercultural Learning shows how critical autoethnographic writing in a field such as intercultural education can help inform and change existing research paradigms.

Critical Autoethnography and Intercultural Learning shows how critical autoethnographic writing in a field such as intercultural education can help inform and change existing research paradigms. Engaging story-telling and insightful analysis from emerging scholars of diverse backgrounds and communities shows the impact of lived experience on teaching and learning.

Different areas of intercultural learning are considered, including language education; student and teacher mobilities; Indigenous education; backpacker tourism; and religious learning. The book provides a worked example of how critical autoethnography can help shift thinking within any discipline, and reflects critically upon the multidimensional nature of migrant teacher and learner identities.

This book will be essential reading for upper-level students of qualitative research methods, and on international education courses, including language education.

Autorentext

Phiona Stanley is Associate Professor of Intercultural Communications (Tourism and Languages) at Edinburgh Napier University, Scotland. Previously, she was Senior Lecturer in Education at UNSW Sydney, Australia. Her research-which is qualitative and mostly auto/ethnographic- focuses on intercultural interactions in a range of settings, including education and backpacker/volunteer tourism.

Klappentext

Critical Autoethnography and Intercultural Learning shows how critical autoethnographic writing in a field such as intercultural education can help inform and change existing research paradigms. Engaging story-telling and insightful analysis from emerging scholars of diverse backgrounds and communities shows the impact of lived experience on teaching and learning. Different areas of intercultural learning are considered, including language education; student and teacher mobilities; Indigenous education; backpacker tourism; and religious learning. The book provides a worked example of how critical autoethnography can help shift thinking within any discipline, and reflects critically upon the multidimensional nature of migrant teacher and learner identities. This book will be essential reading for upper-level students of qualitative research methods, and on international education courses, including language education.

Inhalt

Acknowledgement

INTRODUCTION

1. The Journey

Phiona Stanley

PART I: ENGAGING WITH THE WESTERN 'ACADEMY'

2. Epistemological Violence and Indigenous Autoethnographies

Michelle Bishop

3. Yarning through the Intricacies, Tensions, and Potentialities of (Indigenous) Autoethnography **

Michelle Bishop and Dakota Jericho Smith

4. Alone but not Lonely

Isma Eriyanti

5. Double Precariat: A Migrant Placeholder in a Neoliberal University

Madhavi (Maddy) Manchi

6. Writing Double Precarity: Recalling and Re-Presenting Autoethnographies

Madhavi (Maddy) Manchi and Elham Zakeri

PART II: LINGUA-CULTURAL LEARNING

7. Escaping the Comfort Zone: The First Language 'Bubble'

Anqi Li

8. "Where Are You Really From?"

Hyejeong Ahn

9. Autoethnographic Perspectives on First Language Use in Second Language Learning.

Davina Delesclefs

10. Insecurities, Imposter Syndrome, and Native-Speakeritis

Hyejeong Ahn and Davina Delesclefs

11. Beginning and Becoming: Expectations of the Teaching Body in English Language Teaching

Alana Bryant

12. Running Away from 'Chineseness' at an Australian University

Jinyang Zhan

PART III: INTERCULTURAL LEARNING IN THE WORLD

13. The Farm

Tara McGuiness

14. But you're Not Religious - You're Not Going to Convert, Are You? - Come Pray with Us!

Martha Gibson

15. Living in Flux

Matthew Crompton

16. Imaginaries: Turkey, Australia, the World!

Elham Zakeri

17. De-Chinese and Re-Chinese: Negotiating Identity

Ying (Ingrid) Wang

18. "Which Side Are You On?" Between Two Cultures

Gesthimani Moysidou

CONCLUSION

19. Learning, Critiquing, Emerging

Phiona Stanley, Michelle Bishop, Maddy Manchi, Davina Delesclefs, Elham Zakeri & Alana Bryant