پیوندهای مفید
آمار
| تعداد نشریات | 21 |
| تعداد شمارهها | 314 |
| تعداد مقالات | 3,321 |
| تعداد مشاهده مقاله | 3,546,660 |
| تعداد دریافت فایل اصل مقاله | 2,591,258 |
A Snippet of an Ongoing Narrative: A Non-linear, Fragmented, and Unorthodox Autoethnographic Conversation | ||
| Applied Linguistics Inquiry | ||
| مقاله 2، دوره 1، شماره 1، خرداد 2023، صفحه 7-15 اصل مقاله (300.53 K) | ||
| نوع مقاله: Original Article | ||
| شناسه دیجیتال (DOI): 10.22077/ali.2022.5561.1003 | ||
| نویسندگان | ||
| Bedrettin Yazan* 1؛ Ufuk Keleş2 | ||
| 1The University of Texas at San Antonio | ||
| 2ELT Department, School of Educational Sciences, Bahcesehir University | ||
| چکیده | ||
| In this unorthodox autoethnographic study, we present a dialog between us - two transnational scholars. Throughout the manuscript, we explore several issues, which instantaneously came out during our unstructured, simultaneous, and casual conversations. We first discuss how our dichotomous relationships based on respect as an advisee and an advisor; a mentee and a mentor; and a student and a teacher have transformed into a sincerity-based friendship over time owing to our shared interest in autoethnography. We then move on to a discussion of our beliefs/thoughts/emotions about “home” in accordance with our lived experiences as transnational scholars. We scrutinize how inhabiting, knowing about, and becoming in academia complicated our understanding of where, or more importantly, what “home” means for us. Afterwards, we talk about the affordances and challenges of autoethnographic discourse agreeing that it requires us to practice vulnerability in order for us and our readers to benefit from the therapeutic effect of autoethnography. Throughout the manuscript, we also discuss how using both singular and plural first-person voice provide us with the opportunity to maintain our individual voices in an interpersonal and collaborative relationship while achieving a multivocal tone. We hope that our discussion extends with our readers’ critique of, negotiation with, participation in, and/or resistance to our beliefs/thoughts/emotions as stated in our conversation. | ||
| کلیدواژهها | ||
| Transnational identity؛ Mentorship؛ Friendship؛ Autoethnography؛ Multivocality؛ Home | ||
| مراجع | ||
|
Adams, T.E, Holman Jones, S., & Ellis, C. (2015). Autoethnography. Oxford University Press. Ahmed, A.U., Morgan, B., & Maciel, R.F. (2021). Feeling our way: A trioethnography on critical affective literacy for applied linguistics. Calidoscópio, 19(4), 538-552. Akkerman, S.F., & Meijer, P.C. (2011). A dialogical approach to conceptualizing teacher identity. Teaching and Teacher Education, 27(2), 308-319. Bakhtin, M.M. (1986) (V.W. McGee, Trans.). In C. Emerson, & M. Holquist (Eds.), Speech genres and other late essays. University of Texas Press. Bochner, A.P., & Ellis, C. (2016). Evocative autoethnography: Writing stories and telling lives. Routledge. Bowling, L.E. (1950). What is the stream of consciousness technique? Publications of the Modern Language Association of America, 65(4), 333-345. Casanave, C. P. (2017). Representing the self honestly in published research. In J. McKinley & H. Rose (Eds.), Doing research in applied linguistics (pp. 235-243). Routledge. Ellis, C. (2004). The Ethnographic I: A methodological novel about autoethnography. AltaMira Press. Ellis, C., Adams, T. E., & Bochner, A. P. (2011). Autoethnography: An overview. Historical social research/Historische sozialforschung, 36(4), 273-290. Freire, P. (1972). Pedagogy of the oppressed. 1968. (M. Bergman Ramos, Trans.). Herder. Keleş, U. (2020). My language learning, using, and researching stories: critical autoethnography of socialization (Doctoral dissertation, The University of Alabama). Keleş, U. (2022a). Autoethnography as a recent methodology in applied linguistics: A methodological review. The Qualitative Report, (27)2, 448-474. https://doi.org/10.46743/2160-3715/2022.5131 Keleş, U. (2022b). In an effort to write a “good” autoethnography in qualitative educational research: A modest proposal. The Qualitative Report, 27(9), 2026-2046. https://doi.org/10.46743/2160-3715/2022.5662 Keleş, U. (2023a). Long-term washback effect of university entrance exam: A critical autoethnography of socialization. In D. Köksal, N. Kavaklı, & S. Arslan (Eds.), Handbook of research on perspectives in foreign language assessment. IGI Global. Keleş, U. (2023b). Exploring my in-betweenness as a growing transnational scholar through poetic autoethnography. In L.J. Pentón Herrera, E. Trinh, & B. Yazan (Eds.), Doctoral Students’ identities and emotional wellbeing in applied linguistics: Autoethnographic accounts. Routledge. https://doi.org/10.4324/9781003305934-7 Muncey, T. (2010). Creating autoethnographies. SAGE. Sparkes, A.C. (1996). The fatal flaw: A narrative of the fragile body-self. Qualitative Inquiry, 2(4), 463-494. https://doi.org/10.1177/107780049600200405 Spry, T. (2011). Performative autoethnography: Critical embodiments and possibilities. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 497–512). SAGE. Yazan, B. (2018). TESL teacher educators’ professional self-development, identity, and agency. TESL Canada Journal, 35(2), 140-155. https://doi.org/10.18806/tesl.v35i2.1294 Yazan, B. (2019a). Identities and ideologies in a language teacher candidate's autoethnography: Making meaning of storied experience. TESOL Journal, 10(4), 1-21. https://doi.org/10.1002/tesj.500 Yazan, B. (2019b). An autoethnography of a language teacher educator. Teacher Education Quarterly, 46(3), 34-56. | ||
|
آمار تعداد مشاهده مقاله: 1,372 تعداد دریافت فایل اصل مقاله: 887 |
||
نماد الکترونیک
سامانه مدیریت نشریات علمی. قدرت گرفته از سیناوب