Informing without Conforming: Applying Two Frameworks to Enrich Autoethnography

Authors

AnnMarie Dull, Saint John's UniversityFollow

Abstract

This article explores my experiences using two frameworks to guide the design, implementation and reporting of an autoethnography. I used Hughes, Pennington, and Makris’ (2012) framework for translating autoethnography to the American Educational Research Association (AERA) Standards for reporting empirical research to inform the structure, design, and process for the autoethnography, and Milner’s (2007) framework for researchers to examine seen, unseen, and unforeseen dangers to guide my reflection, support reflexivity, and examine the development of a dynamic positionality. In this article, I illustrate how using these frameworks enhanced the rigor and reflexivity of my autoethnographic research.

Keywords

autoethnography, reflexivity, qualitative research, process

Author Bio(s)

AnnMarie Dull is a doctoral student in Curriculum and Instruction at St. John’s University, focusing on critical pedagogical teaching practices in K-12 classrooms. A dedicated district administrator, AnnMarie is a champion of public education, devoting her research to examining practical applications of transformative educational theories. Please direct correspondence to annmarie.dull19@my.stjohns.edu.

Publication Date

11-1-2021

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 International License.

DOI

10.46743/2160-3715/2021.5030

Recommended APA Citation

Dull, A. (2021). Informing without Conforming: Applying Two Frameworks to Enrich Autoethnography. The Qualitative Report, 26(11), 3307-3317. https://doi.org/10.46743/2160-3715/2021.5030