Rights statement: 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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Final published version
Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Chapter (peer-reviewed) › peer-review
Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Chapter (peer-reviewed) › peer-review
}
TY - CHAP
T1 - Why don’t I feel empowered?
T2 - Autoethnography and inclusive critical pedagogy in online doctoral education
AU - Lee, Kyungmee
N1 - 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.
PY - 2022/6/10
Y1 - 2022/6/10
N2 - 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.
AB - 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.
U2 - 10.4337/9781800888494.00025
DO - 10.4337/9781800888494.00025
M3 - Chapter (peer-reviewed)
SN - 9781800888487
T3 - Elgar Handbooks in Education
SP - 187
EP - 198
BT - Handbook of Digital Higher Education
A2 - Sharpe, Rhona
A2 - Bennett, Sue
A2 - Varga-Atkins, Tunde
PB - Edward Elgar Publishing
CY - Cheltenham
ER -