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Full-Text Articles in Educational Leadership
Solipsism As A Challenge Of Doing Autoethnographic Inquiry, Chet Nath Panta, Bal Chandra Luitel
Solipsism As A Challenge Of Doing Autoethnographic Inquiry, Chet Nath Panta, Bal Chandra Luitel
The Qualitative Report
The purpose of this paper is to unpack and critique different forms of solipsism and whether its impacts on autoethnographic inquiry are overly self-referential. This paper offers thoughts on Western and Eastern perspectives on the self. It is argued that autoethnography as a genre and method of inquiry confronts challenges and tensions in terms of epistemology, methodology, and ethical issues, particularly the issues of solipsism as a major challenge. It is often critiqued that autoethnographers are not able to establish a clear theoretical standpoint and the autobiographic texts lack convincing arguments and scholarly rigor. In the meantime, it is not …
A Research Tapestry: Stories Woven Into Stories, Laura Colket
A Research Tapestry: Stories Woven Into Stories, Laura Colket
The Qualitative Report
This autoethnography highlights the subjective nature of narrative research and illustrates the ways in which both micro and macro forces impact the research process. Through this article, I present a research tapestry in which the experiences, perspectives and stories of the participants weave together with my own experiences, perspectives and stories. I draw from my dissertation research, a narrative inquiry focused on the experiences of Haitian educational leaders working to create systemic change after the 2010 earthquake.
An Autoethnography Of Culturally Relevant Leadership As Moral Practice: Lived Experiences Through A Scholar-Practitioner Lens, Charles L. Lowery
An Autoethnography Of Culturally Relevant Leadership As Moral Practice: Lived Experiences Through A Scholar-Practitioner Lens, Charles L. Lowery
The Qualitative Report
In this autoethnography, I am concerned with cultural relevance as an experience of a scholar-practitioner educational leader. I question my own cultural competence as a teacher and school principal. Turning a reflective gaze on my lived experiences as an educator creates a space in which I attempt to make meaning of the phenomenon of culturally relevant practices in the field of education. As an act of pedagogical and personal meaning-making, this autoethnographic work centers on the value of cultural relevance as informed by scholarly practice.