Opening Pandora's Box

An Autoethnographic Study of Teaching

Bibliographic Data

ID2385546
AuthorsKristin B Wilson (0000-0002-3447-9086, University of Louisville)
Year2011
Volume17
Issue5
Pages452-458
Publication date2011-06-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueQualitative Inquiry (JOURNAL)
Journal identifiersISSN: 1077-8004 • E-ISSN: 1552-7565
PublisherSAGE Publications Inc (PUBLISHER)
DOI10.1177/1077800411405432
OpenAlexW2072310034
LanguageEN
Citations received6

Teachers use narrative structures, both biographical and fictitious, to examine their teaching philosophies and practices simultaneously. Applying autoethnographic research methods to teaching data can result in cultural criticism, personal reflexivity, and empowerment. Autoethnographic research can have aesthetic and emotional or empathetic value. However, this approach to research becomes increasingly difficult as teachers gain experience simply because of the volume of evidence to consider. This article is an example of how a myth, Pandora's Box, can become a narrative metaphor and a research tool for reducing large amounts of biographical teaching evidence in order to critically examine philosophies of practice and ideals in a particular cultural context

Aesthetics · Art · Autoethnography · Context (archaeology · Criticism · Empowerment · Epistemology · Linguistics · Literature · Metaphor · Mythology · Narrative · Narrative inquiry · Pedagogy · Reflexivity · Social science · Sociology · Value (mathematics · Computer Science · Digital Storytelling and Education · Educator Training and Historical Pedagogy · Gender Studies · History · Philosophy · Psychology · Reflective Practices in Education

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