THE LEARNER DEVELOPMENT JOURNAL
学習者ディベロップメント研究部会誌
ISSN: 2433-5401
https://ldjournal.ld-sig.org

The Learner Development Journal Issue 7:
Challenging the Conventions of Learner Development Research
Author: Marlen Elliot Harrison
Title: Why I Utilize Autoethnography to Promote Learner Development: A Reflexive Narrativeof English Teacher Development
Date of publication online: 2023
DOI: https://doi.org/10.37546/JALTSIG.LDJ7-7
Author contact: <drmarlenharrison(at)gmail(dot)com>
Published by the Japan Association for Language Teaching
Learner Development Special Interest Group, Tokyo
https://ld-sig.org/
Copyright 2023 each respective author
This article can be cited as:Harrison, M. E. (2023). Why I utilize autoethnography to promote learner development:
A reflexive narrative of English teacher development. The Learner Development Journal,
7, 118–127. https://doi.org/10.37546/JALTSIG.LDJ7-7

This article is part of a collection of practitioner research on the theme of “Challenging theConventions in Learner Development Research” for Issue 7 of the Learner Development
Journal (LDJ7), edited by Ellen Head, Aya Hayasaki, and Ryo Moriya. Published once a year,
each issue of the Learner Development Journal follows a Community of Practices approachover a period of approximately 18 months in which contributors work together, under theguidance of the editors, to share, respond to, and develop their research and writing.
Articles are published in the Learner Development Journal under a Creative Commons Attribution
License (CC BY), of which CC BY 4.0 is the most recent version. Under this agreement, authors
grant users the right to unrestricted dissemination and re-use of the work. They ask only thatproper attribution is given to the work.

ARTICLE
Why I Utilize Autoethnography to Promote
Learner Development: A Reflexive Narrative ofEnglish Teacher Development
Marlen Elliot Harrison, PhD, Southern New Hampshire University, US<drmarlenharrison(at)gmail(dot)com>
The last two decades of learner development scholarship have seen an expansion in applications ofautoethnography, a qualitative research method that “seeks to describe and systematically analyze personal
experience in order to understand cultural experience” (Ellis et al., 2010). This article traces the evolution of
my understanding of autoethnography, from my first exposure to autoethnography as a reader, throughutilization of this genre as a research tool, to a position of advocacy of the value of autoethnographic writing
as a practice for both teachers and learners in writing classrooms around the world. Through a series ofwritten vignettes, I utilize narrative inquiry to highlight my openness to cultural exploration in the English
language classroom, explore my tendency to utilize lived experience in academic contexts, and illustrate
how this manifested in a critical expressivist curriculum for my university English writing classrooms inJapan, Finland, and the United States.

過去20年間の学習者の成長に関する研究において、「文化的経験を理解するために個人の経験を記述し、体系的に分析しようとする」（Ellis et al., 2011）質的研究の一手法であるオートエスノグラフィーの活用が拡がりを見せている。
そのため、この教師の成長に関す
る自省的なオートエスノグラフィーは、ある英語ライティングの指導者が世界中のライティング教室でオートエスノグラフィーに触れ、活用してきた変遷を辿るものである。
一連のヴィネットを通して、
ナラティブ的探求を活用し、英語教室における文化探訪に対する私の開放性を強調し、
アカデミックな文脈で生きた経験を活用する私の傾向を探り、そしてこのことが、日本、フィンランド、
アメリカにおける私の大学英語ライティングの授業で、批判的表現主義カリキュラムにどのように顕れたかを説明する。

Keywords

autoethnography, learner development, teacher development, narrative inquiry, research writing

オートエスノグラフィー、学習者の成長、教師の成長、ナラティブ的探究、
リサーチライティング

Introduction
Teachers’ professional knowledge is said to be storied. This means that teachers havestories of particular students, classes, and classroom events in their memory and thatthese stories are thought to form a network. Faced with a new situation, teachers
search for similar stories in this network and decide on a course of action based on thestories in their repertoire. If this is the nature of teachers’ knowledge, telling stories of
their own experience and listening to other teachers’ stories should facilitate teacher
development. (Aoki, 2012, p. 36)
The last two decades of learner development scholarship have seen an expansion inapplications of autoethnography, a qualitative research method that “seeks to describe
and systematically analyze personal experience in order to understand cultural experience.
This approach challenges canonical ways of doing research and representing others
and treats research as a political, socially-just and socially-conscious act” (Ellis et al.,2010). The education field, specifically, has seen a shift in the focus of this method fromlargely professional development purposes for educators (Bayne et al., 2005; Lee et al.,2020; Long, 2008; Spenceley, 2011) to inquiry around learner development. For example,
Mynard (2020) recommends autoethnography as a method to investigate student
118

Learner Development Journal • Issue 7 • December 2023

Marlen Elliot Harrison

self-access language learning; Alm & Ohashi (2020) use autoethnography to analyze
the interrelationship of their experiences as foreign language learners, educators, andresearchers; and Sah’s (2019) critical autoethnographic study explores his English language
learning and adjustment difficulties in the UK.
Aoki (2012) explains above that a teacher’s professional knowledge is said to be storied.
In this case, it can be beneficial for instructors to share their own lived experiences, definedby Chandler and Munday as “personal knowledge gained through direct, first-handinvolvement in everyday events rather than through representations constructed by otherpeople” (Chandler & Munday, 2020, p. 594). As a published writer and English language
instructor with two decades of classroom experience, I would like to invite you now into
my own lived stories of teacher development for they also double as stories of learnerdevelopment. I encourage the reader to reflect on their own experiences while readingthese stories, and consider how they might inform their teaching practices.

Journeys of Self-Inquiry

I first encountered autoethnography in 2006 when I served as a graduate teachingassistant in an ESL section of College Writing at a North American university. The
instructor intended for students to experiment with language and expression via thecreation of a collection of poetry. That poetry was then used as the evidence for an endof term, self-reflexive autoethnography (the research paper) about the student’s cultural
identity and experiences. By reflexive, McCarthy explains this kind of narrative as a“journey of self-inquiry toward self-realization…looking back at something in order tosee oneself emerging. The unfolding narrative connects the researcher to their world”(McCarthy, quoted in Johns, 2019, p. 19).
Having also trained as an expressive arts therapist in my 20s just prior to thebeginning of my teaching career in English, I was impressed by the utilization of bothcreativity and reflexive narrative as valid academic practices in this ESL writing course.
And as a proponent of bibliotherapies and scriptotherapies (Moy, 2017), or reading andwriting practices for therapeutic purposes, I felt inspired to achieve similar self-reflexive
experiences and outcomes with my own students. For example, I have been routinely
drawn to storytelling as a way of exploring challenging or difficult experiences, both asa client in therapy and as a practitioner. For a good 15 years, a pen and writing journal
helped me better process and explore the world around me and my place within it;
writing became a way to make connections and glimpse possibilities. As such, that end ofterm paper was the closest I had come to experiencing an intersection of my backgroundas therapist, instructor, and writer, and it had occurred to me that language students
could enjoy the same kind of transformational learning epiphanies (Yacek & Gary, 2020)
through writing that can typically occur in more introspective, self-analytical contexts suchas talk therapy settings. Interestingly, epiphanies, or “remembered moments perceived tohave significantly impacted the trajectory of a person’s life” (Ellis et al., 2010) are often thesubject of many autobiographies and autoethnographies.
Since that time, as I have continued to present the autoethnographic research paper
as an option across a range of teaching contexts, I have begun to develop a keener
understanding of why this approach to qualitative inquiry resonates so strongly, andwith multilingual writers in particular. A focus on one’s lived experiences and how
those experiences connect in meaningful ways can also allow for experimentation
with expression, language, audience, and form. For example, in this self-reflexive
Learner Development Journal • Issue 7 • December 2023

119

Why I Utilize Autoethnography to Promote Learner Development

autoethnography of teacher development I will trace the evolution of my own exposure
to and utilization of autoethnography in English writing classrooms. In essence, this is
my own learner narrative of how I came to adopt this method. As such, this paper willproceed as a series of written vignettes where I highlight my own discursive orientation tocreative expression, explore my tendency to utilize lived experience in academic contexts,
and illustrate how this manifested in my own process expressivist curricula (Roeder &Gatto, 2014) for my English writing classrooms in Japan, Finland, and the United States.

Japan: The Birth of My Writing Pedagogy

The first time I taught English writing was in Osaka in 2003 to a classroom of two advanced
Japanese university students who had just returned from studying abroad. Despite myown Spanish and French foreign language education in the 1980s and 1990s South Florida
public school system, I never enjoyed an oral or written proficiency of the kind that thesestudents displayed. At this time in my English teaching career (year two in Japan), I had
only a developing knowledge of language acquisition, second language writing, andcomposition pedagogy theories. When it came to teaching writing, a textbook would haveto be my first teacher. But I remember wondering, “So what exactly is the purpose ofthis Academic English writing course? Am I meant to teach language? Expository writing?
Creative writing? Professional writing?”
A popular practice for part-time English teachers at that time in Japan was to set thesyllabus on the first day of class together with the students (see Clarke, 1991, on the“negotiated syllabus”). This was partially a practical choice as one could never really guess
who might show up as a student or what their proficiency levels might be, and partiallybecause often one never knew what they might be teaching until a week before the term
began. About those two students: Naoko had just returned from a year in Ohio and Toshi
from a year in Toronto (pseudonyms). They could both read, write, speak, and listen at anadvanced level, and both desired to return to their English-speaking contexts in the future.
“What would you like to learn?” I inquired.
Together, we agreed to focus on practical documents such as resumes, emails, andapplication letters for summer educational programs requiring mission statements andpersonal narratives. The textbook I selected provided writing exercises and activities suchas writing movie reviews and personal success stories that would scaffold the eventual
practical documents, while I relied heavily on my own writing practices as a student andpublished journalist to emphasize writing as a process of invention, drafting, feedback,and revision. I enjoyed the teaching, and began to understand the value of personalconnection to learning activities.
The following semester, I was assigned “Reading and Writing” courses with two large
groups of first-year English majors. My first awakening was to the proficiency differencesof these 50 students compared to Naoko and Toshi. I crafted a reading syllabus focusedon graded readers of classic popular texts (Dracula, Frankenstein, and The Phantom of
the Opera) along with reading comprehension and reader response activities utilizing
newspaper and magazine articles. The corresponding writing portion of this 2-term
progression then had students move to developing their own printed class magazine
working in teams based on everyday cultural interests (e.g., sports, food, book, andentertainment reviews).
Looking back now, as a journalist and former therapist, I’m not at all surprised that I
would lean so heavily into process expressivist and phenomenological approaches, or that120

Learner Development Journal • Issue 7 • December 2023

Marlen Elliot Harrison

I would select a magazine filled with experience-based reviews as a thematic frame for thecourse; I can see how my own literacy experiences and preferences directly influenced myideas about English language learning and pedagogy.

USA: My Introduction to Autoethnography

My introduction to autoethnography happened just a few years later in 2006 when I
began my doctoral studies in English Composition and TESOL as I noted above. After thatfirst ESL writing course experience, I understood that autoethnography could legitimize afirst-person narrative approach in academic inquiry while still fulfilling the requirementsof a traditional research paper genre. After all, autoethnography utilizes aspects ofautobiography (writing about oneself and one’s history) and ethnography (writing about
cultural experience, beliefs, and practices), and the self-reflective process is often justas significant as the final product (Ellis et al., 2010). But as I had only seen it used byinternational students to examine their language and poetry, I was curious about otherapplications. I needed to use it myself.
My first experience writing an autoethnography was for an independent study
exploring the semiotics and performance of naming and identity; I had been a “perfume
critic,” or beauty writer, and explored the evolution of this identity via short stories
reflective of my cultural experiences growing up around fragrance and then later,
professionally as an online journalist (Harrison, 2021, October 3). Next, in my doctoral
ESL Teaching seminar, I used autoethnographic storytelling to explore my experiences
teaching English in Japan as a self-identified queer man, and the challenges I faced
positioning myself and identifying queer-inclusive teaching materials (Harrison, 2022, May26). In both cases I was writing both autobiography (stories from my life) and ethnography(cultural exploration), and indeed, the processes of self-exploration and self-discovery
were just as significant as the finished papers.
I was smitten. It was as if I had found a form of academic research that doubled as
personal and therapeutic inquiry. In my other doctoral courses, I was still performing the
traditional, hegemonic, author-evacuated, pseudo-objective academic research papers,
and the difference between the two approaches in terms of my personal investment andemotional experience was striking. My next challenge was to consider how I might use
autoethnography with my own students.
In the fall of 2007, I taught my first US-based “Freshman Composition” college
course to a classroom of local English-speaking writers, now having had the benefit ofpreviously teaching in Japan, my ESL assistantship in the USA, and coursework in theory
and pedagogy. The result was a phenomenological journey using the five senses as
writing prompts where students could experiment with genre, rhetoric, language, andaudience. This culminated in a self-reflexive autoethnography that used their coursework
as evidence to explore the significance of culture in their lives (see Messekher et al.,2010 to learn more about this humanizing pedagogy). In this paper, students pursued
the question “What is I?” by using their written coursework as evidence to support theirassertions. Students were pleasantly surprised by the invitation to be present in theircollege-level writing, and their final course paper at that. Feedback suggested that they
were eager to write about their own lived experiences and previous writing; not just write
about them, but also make sense of them.
In early 2008, I drafted my dissertation proposal to examine the crossroads of humansexuality and linguistic proficiency, responding to a Japanese acquaintance’s claim that
Learner Development Journal • Issue 7 • December 2023

121

Why I Utilize Autoethnography to Promote Learner Development

he was “gay in English, but not in Japanese.” I had used that summer of 2008 to do someguest lecturing and preliminary interviews with potential participants in Japan. By the endof that summer, I had concluded in a post on my research blog that autoethnography
could be an appropriate method for my study:
During the first two interviews that took place as an attempt at preliminary information
gathering, I began to imagine that instead of quantitative research it might be moreinteresting to focus on the qualitative, that is, to focus on the conversations that ensue
with the participants. However, I also noticed that the information being gathered
during these conversations, whether or not the intention of my interviews, took theform of stories. As I tried to understand the stories, I thought that perhaps it would bemuch more useful to counsel the participants in self-reflection than to simply interpretthe stories myself. After all, if I am the lone interpreter, what might be missing fromthe research and analyses? This leads me to a consideration of autoethnographic
approaches to collecting data whereby the participants share their own stories andreflect on both the content and process. This approach of situating oneself and one’s
behavior within a specific cultural context in order to answer a question or address a
specific phenomenon now seems appropriate considering my own experiences writing
autoethnography, my freshman composition curriculum, and the fact that it mightallow me to weave a narrative of my own second language experiences throughout
the dissertation. (Harrison, 2008, July 2)
In the above, we can clearly see how my past experiences and identification as a potential
member of the research community lead me once again to autoethnography. By autumn I
had changed my research methodology to autoethnography. I added:
I would like to ask my participants to complete their own autoethnographies – totell their stories and to reflect on the meanings inherent in the stories. Afterall, I findsignificant my interviewee’s own surprise at how “interesting” the questions I’ve posed
have been, and even more significant that they felt as if they were “learning” about
themselves through the interview process. Reflection itself should be a key tool in
examining the significance of English experiences in the lives of queer Japaneseand may reveal more than the stories themselves. (Harrison, 2008, July 2; emphasis
added in bold)
I now find that final sentence to be quite profound. I began to understand how reflexivity(as mentioned earlier; see McCarthy in Johns, 2013), or metacognition, can be a powerfulstep in autoethnography, especially analytical autoethnography where evidence is not justcreated but analyzed (Anderson, 2006); such contextualizing and self-analysis creates asense of investment for writers as well as an opportunity for increased awareness (Aoki& Hamakawa, 2003). I feel fortunate that all 10 of my participants successfully composed
English-language autoethnographies, sometimes integrating their native tongue andsometimes writing first in Japanese and then translating to English, that reflected their lived
experiences as queer men and women as well as bilingual English and Japanese users.
Moreover, I included in my thesis my own stories of navigating my sexuality in a second
language setting into the dissertation, becoming a participating member of the researchcommunity rather than a silent outsider. I had observed and mentored autoethnography,taught autoethnography, and written personal autoethnography, but this was my firsttime participating both as researcher and as a part of a research community.

122

Learner Development Journal • Issue 7 • December 2023

Marlen Elliot Harrison

Finland: Autoethnography and Advanced English Learners

In 2010, I completed my doctoral program and took a position at a language centerat a Finnish university. With autoethnography now serving as one of my academic
specializations, I was offered an opportunity to lead a workshop for advanced researchersand faculty while concurrently teaching English academic communication courses tointernational undergraduate and master’s students. I had taught English language
learners and I had taught research courses, but I had never taught research courses toadvanced English language learners. “Could autoethnography help?” I wondered.
I envisioned the majority of my courses as independent research experiences.
Depending on the level and course, they were more or less geared to the basics ofresearch writing in English-language academic contexts, and an exploration of related
professional and academic communications such as abstracts, conference presentations,and so forth. Following the strong investment that I had witnessed with both myprevious students and dissertation participants, I reasoned that my new students – halfof whom were Finnish and the other half a diverse array of international students –might also enjoy connecting lived experience to English writing assignments and thatsuch connection would support investment in their language learning. I envisioned
my pedagogy as a “bridging approach,” connecting students’ personal passions andexperiences with their professional interests (Harrison et al., 2013). For example, a student
who was interested in counseling psychology and photography explored her photography
as a way of understanding how she sees herself. Utilizing her own photographs, personalreflections, and peer-reviewed scholarship, Maria (pseudonym) discovered that she had
unintentionally developed an art therapy process to support her self-esteem aroundphysical appearance.
What these new student autoethnographers routinely reported was first and foremosta sense of surprise regarding the legitimization of first-person voice in Western academic
scholarship, much like my US-based international college writers earlier. For many thiswas a challenging linguistic and stylistic departure from the kinds of third-person, authorevacuated writing (Knowles & Gilbourne, 2010) they had been previously taught.
Moreover, students reported a level of investment in their projects that transcended
anxieties about language use itself. I’d like to further explore this, but perhaps
autoethnography also served as a tool to promote a more positive learning mindset. One
Finnish autoethnographer, an undergraduate psychology student, explained:
Because of the bridging approach, investment and agency both grew. It started when I
decided my research topic. When personal issue was connected to learning academic
English, I started to invest on it … Because [my] study became so close to me in different
areas in life, investment was important. I started to be an agent of my own learninginstead of a receiver. (Harrison et al., 2013, p. 13)
In the same article, I go on to explain how numerous other writers mentioned theirsurprise at how their English language acquisition, improvement, confidence, andrepertoire increased throughout the project. Moreover, these writers noted theiradditional surprise that they actually forgot they were studying English because the focus
was on the project, not the language. For example, Reetta explains:
I was pregnant during the course, so I decided to do an autoethnography about
identity transformation and pregnancy. This kind of approach was brilliant, because
my personal and professional interests were combined. I got so excited about myLearner Development Journal • Issue 7 • December 2023

123

Why I Utilize Autoethnography to Promote Learner Development

own project that I didn’t realize I was studying English. (Harrison et al., 2013, p. 17,
emphasis added in bold)
I think Reeta’s conclusion gets to the heart of my assertion in this manuscript: Connecting
oneself to one’s writing activities, especially in academia, can be an enjoyable way tosupport language acquisition and practice. Perhaps that was why this approach was so
successful with the other international students I had worked with; autoethnography
gave them the chance to write reflexively, to make sense of themselves as poets, writers,
communicators, and most importantly, as culturally-embedded performers, actors ona stage with an audience (see Goffman’s The Presentation of Self in Everyday Life, 1956).
It seems sense of purpose and engagement with the writing eclipsed anxieties about
ability or language use. Additionally, being able to write themselves into their work andacknowledge that yes, their experience matters, also serves as a validation of the various
identities being explored.

Conclusion

At this project’s inception, I had initially intended to examine some of the theoreticalorientations of instructors who use autoethnography in language learning settings to
support learner development. However, workshopping this manuscript with experienced
colleagues from the Learner Development special interest group and a reconsidering of
my own writerly goals have led me to crafting an autoethnographic reflexive narrativeof teacher development, a “looking back at something in order to see oneself emerging”(Johns, 2019, p. 19), and as an opportunity to answer Aoki’s (2012) call for teachers to share
their stories.
I had previously understood that I enjoy and embrace autoethnography due to my own
penchant for narrative storytelling and analysis, a preference that was born during myown student experiences in adolescence and reinforced throughout my professional life
as a journalist and therapist. I had a hunch that students appreciated autoethnography
due to the ability to write in first-person and explore their own lived experiences andexpertise. But this paper has presented an opportunity to more deeply explore myjourney as an autoethnography instructor and some of the reasons why I have beendrawn to the method, as well as deepen my understanding of why advanced language
learning students have embraced this method.
Autoethnography as a method legitimizes my ability as a writer to both utilize mypersonal lived experience and to write in first-person. It capitalizes on my insider
knowledge to inform others about the cultures of teaching and learning that I haveparticipated in. Rather than forcing an impossible objectivity, autoethnography allows
for an examination of my subjectivities as a member of the global culture of English
education. It allows me to not only make sense of cultural experience, but personal
experience as well, for one informs the other. This supports a better understanding of
how and why I utilize autoethnography to promote learner development in my English
writing and research classrooms. And as one who has been learning how to teach, how
to connect to students, and how to find my strengths as a writing instructor throughout
these last 20 years, this autoethnography has allowed me to share my journey of selfinquiry towards self-realization, connecting my various experiences as writer, therapist,
instructor, and researcher.
After many months of conceptualizing, developing, workshopping, and revising thismanuscript, I now can see that as a product it highlights how instructors inherit discourses
124

Learner Development Journal • Issue 7 • December 2023

Marlen Elliot Harrisonof education while being presented with opportunities to question, challenge, subvert,
and personalize their curriculum and pedagogical approaches. And in my case, at least,
my personalization is strongly aligned with my literacy history and interests in creative
expression, self-analysis, and cultural inquiry.
In a sense, the creation of this manuscript, along with the discursive workshoppingthat participating in LDJ7 has involved (author-to-author discussion, proofreading,and provision of feedback), has served as an opportunity for exploring the creative
processes of autoethnographic reflective practice and narrative inquiry in my own teacher
development. In the words of my Learner Development colleague Andrew Barfield,
perhaps this manuscript is an example of a new kind of “critical inclusive practitioner
research.” Future scholarship might continue exploring the uses of autoethnography
and narrative inquiry as methods for critical professional reflection and development inlearner and teacher development contexts. How do we use these methods individuallyand collaboratively? What professional and critical insights might such self-reflexive
writing offer? What can we gain when instructors take to the keyboard to carry out thekinds of activities required of their learners?

Review ProcessThis article was open peer-reviewed by Dominic Edsall and Stacey Vye of the Learner
Development Review Network. (Contributors have the option of open or blind peer review.)

Author Bio

Dr. Marlen Elliot Harrison is an instructor in the fields of English and Education Research,and the founder and Editor-in-chief of the award-winning The AutoEthnographer Literaryand Arts Magazine. Marlen’s autoethnographic writing has appeared in a variety of outlets
including Writing on the Edge, The Qualitative Report, and Qualitative Research in Psychology.
As a journalist, Marlen was the managing editor of the international beauty website,
Fragrantica, and contributor to numerous popular publications. As an academic andcultural researcher, Marlen has worked with the Smithsonian, the Japan Association for
Language Teaching, and universities worldwide. Marlen is currently pursuing a Master ofFine Arts (MFA) in Creative Writing from Southern New Hampshire University (SNHU), New
Hampshire, USA. After calling Japan, UK, Malta, and Finland home, he now lives in Florida
with his husband and dog. Learn more at https://marlenharrison.com.

Dr. Marlen Elliot Harrisonは英語・教育研究分野の講師、The AutoEthnographer Literary and Arts
Magazineの創設者・編集長である。
MarlenのオートエスノグラフィーはWriting on the Edge、The Qualitative
Report、Qualitative Research in Psychologyをはじめとする様々な媒体で掲載されている。
ジャーナリストとして国際的な美容のウェブサイトFragranticaの編集を手がけ、数多くの著名な出版誌への寄稿経験があるほか、学術・文化の研究者として、Smithsonian、the Japan Association for Language Teachingや世界各国の大学での経歴を持つ。
現在、米国ニューハンプシャー州のSouthern New Hampshire Universityにて芸術修士を取得中。
日本、英国、
マルタ、祖国フィンランドを経て、現在は夫・犬とフロリダに在住。
詳細はこちらから：https://marlenharrison.com

References

Alm, A., & Ohashi, L. (2020). From self-study to studying the self: a collaborative
autoethnography of language educators as informal language learners. In K.-M.
Frederiksen, S. Larsen, L. Bradley, & S. Thouësny (Eds.), CALL for widening participation:

Learner Development Journal • Issue 7 • December 2023

125

Why I Utilize Autoethnography to Promote Learner Development

Short papers from EUROCALL 2020 (pp. 1-6). Research-publishing.net. https://doi.
org/10.14705/rpnet.2020.48.9782490057818
Anderson, L. (2006). Analytic autoethnography. Journal of Contemporary Ethnography, 35(4),373–395. https://doi.org/10.1177/0891241605280449
Aoki, N. (2012). The role of stories in teacher development. In W. M. Chan, K. N. Chin, S. K.
Bhatt, & I. Walker (Eds.), Perspectives on individual characteristics and foreign language
education (pp. 241-254). De Gruyter Mouton. https://doi.org/10.1515/9781614510932
Aoki, N., & Hamakawa, Y. (2003). Asserting our culture from a feminist perspective. In D.
Palfreyman & R. C. Smith (Eds.), Learner autonomy across cultures: Language education
perspectives (pp. 240-253). Palgrave Macmillan. https://doi.org/10.1057/9780230504684
Bayne, S., Land, R., & Oliver, M. (2005). Editorial. E-Learning and Digital Media, 2(4), 314–316.
https://doi.org/10.2304/elea.2005.2.4.3
Chandler, D., & Munday, R. (2020). Dictionary of media and communications (3rd ed.). Oxford
University Press. https://doi.org/10.1093/acref/9780198841838.001.0001
Clarke, D. (1991). The negotiated syllabus: What is it and how is it likely to work? Applied
Linguistics, 12(1), 13–28. https://doi.org/10.1093/applin/12.1.13
Ellis, C., Adams, T. E., & Bochner, A. P. (2010). Autoethnography: An overview [40paragraphs]. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 12(1),Art. 10. https://doi.org/10.17169/fqs-12.1.1589
Goffman, E. (1956). The presentation of self in everyday life. Anchor.
Harrison, M. (2008, July 2). Re-thinking research: Autoethnographies. Discovering Voices.
https://discoveringvoices.wordpress.com/2008/07/02/re-thinking-researchautoethnographie
Harrison, M. (2021, October 3). Fragrance cultures: The making of a perfume critic, Part 1.
The AutoEthnographer, 1(2). https://theautoethnographer.com/fragrance-cultures-themaking-of-a-perfume-critic-part-1
Harrison, M. (2022, May 26). The closet in the classroom. The AutoEthnographer, 1(1).
https://theautoethnographer.com/the-closet-in-the-classroom/
Harrison, M., Ussipaika, M., Karinen, M., Räsänen, T., Raitala, D., Ellonen, R., Huumonen,
H., & Tuomela, O. (2013). Bridging passion and profession. Supporting agency andinvestment in multilingual university writers. Language Learning in Higher Education, 3(1),1-25. https://doi.org/10.1515/cercles-2013-0001
Johns, C. (2019). Reflexive narrative. Self-inquiry toward self-realization and its performance.
Sage. https://doi.org/10.4135/9781071878668
Knowles, Z., & Gilbourne, D. (2010). Aspiration, inspiration and illustration: Initiating
debate on reflective practice writing. The Sport Psychologist, 24(4), 504-520.
Lee, S., Fogaça, J., & Harrison, M. (2020). Can writing be wrong? Collaborative
autoethnography as critical reflective practice in sport, exercise, and performance
psychology. The Qualitative Report, 25(10), 3562-3582. https://doi.org/10.46743/21603715/2020.4357
Long, L. (2008). Narrative autoethnography and the promotion of spiritual well-being inteacher research and practice. Pastoral Care in Education, 26(3), 187–196. https://doi.
org/10.1080/02643940802246575

126

Learner Development Journal • Issue 7 • December 2023

Marlen Elliot Harrison

Messekher, H., Reilly, J., & Harrison, M. (2010). Humanizing pedagogy in action:
Observations of an English composition classroom. In G. Park (Ed.), Observation ofteaching: Bridging theory and practice through research and teaching (pp. 109-122).
Lincom.
Moy, J. D. (2017). Reading and writing one’s way to wellness: The history of bibliotherapy
and scriptotherapy. In S. Hilger (Ed.), New directions in literature and medicine studies(pp. 15-30). Palgrave Macmillan. https://doi.org/10.1057/978-1-137-51988-7_2
Mynard, J. (2020). Ethnographies of self-access language learning. Studies in Self-Access
Learning Journal, 11(2), 86-92. https://doi.org/10.37237/110203
Roeder, T., & Gatto, R. (2014). Critical expressivism: Theory and practice in the composition
classroom. The WAC Clearinghouse. https://doi.org/10.37514/PER-B.2014.0575
Sah, P. K. (2019). Academic discourse socialization, scaler politics of English, andracialization in study abroad: A critical autoethnography. The Qualitative Report, 24(1),174-192. https://doi.org/10.46743/2160-3715/2019.2948
Spenceley, L. (2011). Breaking the wall? Autoethnography and the transition from subject
specialist to professional educator in FE. Journal of Further and Higher Education, 35(3),409–421. https://doi.org/10.1080/0309877X.2011.569015
Yacek, D. W., & Gary, K. (2020). Transformative experience and epiphany in education. Theory
and Research in Education, 18(2), 217–237. https://doi.org/10.1177/1477878520957276

Learner Development Journal • Issue 7 • December 2023

127