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  • 2022_Why dont I feel empowered_Autoethnography and inclusive critical pedagogy_LEE_Open Version

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

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSNChapter (peer-reviewed)peer-review

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Why don’t I feel empowered? Autoethnography and inclusive critical pedagogy in online doctoral education. / Lee, Kyungmee.
Handbook of Digital Higher Education. ed. / Rhona Sharpe; Sue Bennett; Tunde Varga-Atkins. Cheltenham: Edward Elgar Publishing, 2022. p. 187-198 (Elgar Handbooks in Education).

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSNChapter (peer-reviewed)peer-review

Harvard

Lee, K 2022, Why don’t I feel empowered? Autoethnography and inclusive critical pedagogy in online doctoral education. in R Sharpe, S Bennett & T Varga-Atkins (eds), Handbook of Digital Higher Education. Elgar Handbooks in Education, Edward Elgar Publishing, Cheltenham, pp. 187-198. https://doi.org/10.4337/9781800888494.00025

APA

Lee, K. (2022). Why don’t I feel empowered? Autoethnography and inclusive critical pedagogy in online doctoral education. In R. Sharpe, S. Bennett, & T. Varga-Atkins (Eds.), Handbook of Digital Higher Education (pp. 187-198). (Elgar Handbooks in Education). Edward Elgar Publishing. https://doi.org/10.4337/9781800888494.00025

Vancouver

Lee K. Why don’t I feel empowered? Autoethnography and inclusive critical pedagogy in online doctoral education. In Sharpe R, Bennett S, Varga-Atkins T, editors, Handbook of Digital Higher Education. Cheltenham: Edward Elgar Publishing. 2022. p. 187-198. (Elgar Handbooks in Education). doi: 10.4337/9781800888494.00025

Author

Lee, Kyungmee. / Why don’t I feel empowered? Autoethnography and inclusive critical pedagogy in online doctoral education. Handbook of Digital Higher Education. editor / Rhona Sharpe ; Sue Bennett ; Tunde Varga-Atkins. Cheltenham : Edward Elgar Publishing, 2022. pp. 187-198 (Elgar Handbooks in Education).

Bibtex

@inbook{8eeb114709d14e538ae7cce9487cf459,
title = "Why don{\textquoteright}t I feel empowered?: Autoethnography and inclusive critical pedagogy in online doctoral education",
abstract = "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{\textquoteright}s digitalized and internationalized higher education contexts. This chapter presents the author{\textquoteright}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{\textquoteright}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.",
author = "Kyungmee Lee",
note = "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. ",
year = "2022",
month = jun,
day = "10",
doi = "10.4337/9781800888494.00025",
language = "English",
isbn = "9781800888487",
series = "Elgar Handbooks in Education",
publisher = "Edward Elgar Publishing",
pages = "187--198",
editor = "Rhona Sharpe and Sue Bennett and Tunde Varga-Atkins",
booktitle = "Handbook of Digital Higher Education",

}

RIS

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 -