This paper presents an evocative autoethnographic account of my postgraduate supervision experience in two African institutions while dealing mainly with students in the computing disciplines of Computer Science, Information Systems, and Information Technology. In this paper, the context of the postgraduate supervision, and the lessons learnt are…

As three academic researchers resisting the existing recognition order through generative, non-instrumentalizing relationships, we represent a substantive move away from the prevailing developmental model of doctoral student preparation. We highlight the struggle against misrecognition in the academy. Drawing on duoethnographic methods, we explore…

The purpose of this study was to investigate the generational transference of community cultural wealth and how this valuable commodity impacts student navigation of higher education, persistence, and attainment through individual experiences, backgrounds, and interactions. Most research on Black student success in higher education reflects the…

This study examines federal law IDEIA and its four purposes. This research aims to understand better this federal law's purpose and what it is supposed to do. The researcher examined her own experiences with special education and other families' experiences across the United States. Within these personal stories are both negative and positive…

The structural characteristics of self-concept refer to the way in which the elements of self-knowledge are organized and can be experienced by individuals in the form of self-concept clarity. It is intimately linked to autobiographical memory. Therefore, we sought to compare self-concept clarity and autobiographical memory between adults with ASD…

The first steps that new teachers take in their classrooms lead them down a path that presents many challenges, and these challenges are the reason that beginning teachers are a vulnerable population in the context of educational practitioners. This autoethnography examines two new teachers as they transition from their teacher education programs…

"What is Literature? A Critical Anthology" explores the most fundamental question in literary studies. 'What is literature?' is the name of a problem that emerges with the idea of literature in European modernity. This volume offers a cross-section of modern literary theory and reflects on the history of thinking about literature as a…

This exploratory, decolonial feminist teacher inquiry, documents and analyzes my experiences teaching the undergraduate course "Latina Feminisms, Latinas in the US: Gender, Culture and Society." In this study, I interpret seven recursive stages of Gloria Anzaldua's conocimiento theory as transformative acts to guide my research design…

Over the past two years teacher education programs across the world have faced unprecedented and unexpected challenges that have led to a rapid reconfiguration of in-person teacher training to online formats. For many, this meant reimagining how practice-based teacher education could be envisioned in an online space and without field experiences…

This is an attempt to articulate and explore the relationship between the science of memory and the applied theatre project, "The Not Knowns." The project was a collaboration between theatre practitioners and a psychologist who worked together with a group of young people known, problematically, as the "not knowns" throughout…

This research is nestled within Huber, Murphy, and Clandinin's (2011) understanding of curriculum making as situated not only in schools, but also in homes and communities and at the intersections of all three. It also relies on Clandinin, Murphy, Huber, and Orr's (2010) reconceptualization of tension as a space where educative experiences can…

In this paper, I present my experiences as an emerging classroom-based researcher. Using personal narratives, I examine the tensions that emerge from the emotional work often required to conduct educational research. This autoethnographic approach explores the complexity of student-teacher interactions using Swanson's middle-range theory of…

This paper draws on both a theoretical understanding and a semi-autoethnographic approach of the lived experience of working class adult learners in higher education during the COVID-19 global pandemic. In particular, the paper warns of the doxic notion of current working class struggles being singularly attributed to COVID-19. Rather it is vital…

This study aimed to chronicle and understand the emergency online teaching experience of five faculty members in a liberal arts college located in Tokyo, Japan during the COVID-19 pandemic of 2020, adopting the autoethnographic method. It explored the nature and dimensions of problems the faculty members faced, resources used to make sense of…

In this paper, I share results of collaborative inquiry with youth and teachers into how the arts can create more relational learning spaces in the classroom. I offer a framework for relational teaching and learning through the arts guided by the questions: Who am I? Who are you? And who are we? Through these dimensions, I explore how arts-based…