Why don’t I feel empowered?:Autoethnography and inclusive critical pedagogy in online doctoral education

Lee, Kyungmee (2022) Why don’t I feel empowered?:Autoethnography and inclusive critical pedagogy in online doctoral education. In: Handbook of Digital Higher Education. Elgar Handbooks in Education . Edward Elgar Publishing, Cheltenham, pp. 187-198. ISBN 9781800888487

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Autoethnography is an effective methodological approach that enables researchers to increase their critical awareness of different forms of inequalities and injustices deeply embedded in today’s digitalized and internationalized higher education contexts. This chapter presents the author’s autobiographic writing of teaching autoethnography in an online doctoral programme and theoretical reflection on the social meanings of her experiences. Her reflection builds on Elizabeth Ellsworth’s (1989) influential critique of the empowerment principle of critical pedagogy and adds a more nuanced account that reflects the growing diversity in online higher education. The author, an online tutor with underprivileged cultural identities, inclusively enacts critical pedagogy in her research methodology module by embracing the autoethnographic principles of vulnerability, emotional dialogues, and unknowability. The pedagogical values of autoethnography for training doctoral researchers have immediate bearings on improving research culture and practice among researchers in digital higher education.

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Contribution in Book/Report/Proceedings
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This is a draft chapter/article. The final version is available in Handbook of Digital Higher Education edited by RHona Sharpe, Sue Bennett, Tunde Varga-Atkins, published in 2022, Edward Elgar Publishing Ltd http://dx.doi.org/10.4337/9781800888494.00025 The material cannot be used for any other purpose without further permission of the publisher, and is for private use only.
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11 Oct 2022 10:45
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20 Jan 2023 22:32