Translating Autoethnography Across the Aera Standards

Toward Understanding Autoethnographic Scholarship as Empirical Research

Bibliographic Data

ID9730737
AuthorsSherick Hughes (0000-0003-4908-8405, University of North Carolina, Chapel Hill, NC, corresponding author), Julie L Pennington (0000-0002-2110-3207, University of Nevada, Reno, NV), Sara Makris (Laureate Education, Baltimore, MD)
Year2012
Volume41
Issue6
Pages209-219
Publication date2012-08-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueEducational Researcher (JOURNAL)
Journal identifiersISSN: 0013-189X • E-ISSN: 1935-102X
PublisherAmerican Educational Research Association (AERA) (PUBLISHER)
DOI10.3102/0013189x12442983
OpenAlexW2141820692
LanguageEN
Citations received54
References cited46

The purpose of this article is to move readers toward a deeper understanding of and widened respect for autoethnography’s capacity as an empirical endeavor. An argument is presented in favor of autoethnography as empirical by translating information from its epistemological and methodological history across the AERA standards for reporting empirical social science research. Supporting evidence is drawn from samples of autoethnographic scholarship that emerged from an extensive literature review of first-tier, blind peer-reviewed journals with relatively low acceptance rates (i.e., 17% or less accepted for publication) that cater to an international audience of educational researchers. The journals include Harvard Educational Review, Anthropology and Education Quarterly, Teaching and Teacher Education, Qualitative Inquiry, Urban Review, Educational Studies, Journal of Latinos and Education, and Race, Ethnicity, and Education. The article concludes by imagining a rubric that may assist researchers, editors, and reviewers in translating autoethnographic scholarship as credible and defensible empirical research. To date, no such article has worked to demonstrate this important connection to open the potential empirical publication venues for autoethnography in our real world of promotion and tenure decision making in the academy that hinges increasingly on the integrity of the blind peer-review process

Argument (complex analysis · Autoethnography · Educational research · Empirical research · Epistemology · Pedagogy · Political science · Rubric · Scholarship · Social science · Sociology · Educator Training and Historical Pedagogy · Law · Reflective Practices in Education · Teacher Education and Leadership Studies