Analytic autoethnography: one story of the method

Abstract

All researchers have a self, but how many understand how their self informs their identity and world view? The use of self is vital in relationships, especially where helping others to learn is central to the role. Many occupations, such as teaching and health care, require the individual to engage in reflective practices to inform how individuals give of themselves in professional practice. Despite the potential power of analytic autoethnography, there is an absence of clear examples which clarify how the theory and method are linked. From my background as a lecturer and mental health nurse I argue the value of analytic autoethnography as research-based self-study to assist self-development. This chapter has two main aims: (i) to provide an example as to how the theory and method within analytic autoethnography articulate into a research design; and (ii) to forewarn researchers as to the areas which require early consideration when constructing an analytic autoethnography to safeguard the researcher’s psychological wellbeing. My experiences draw parallels between the cognitive reflective skills required within the research methods to review values and beliefs held within memories and mental health cognitive therapies. The potential for cathartic insights increases the researcher’s empathy to shape appropriate responses to assist others to learn.

Citation

Struthers, J. (2014), "Analytic autoethnography: one story of the method", Theory and Method in Higher Education Research II (International Perspectives on Higher Education Research, Vol. 10), Emerald Group Publishing Limited, Leeds, pp. 183-202. https://doi.org/10.1108/S1479-3628(2014)0000010015