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This research comprises a collaborative auto-ethnographic narrative inquiry study conducted by a doctoral student and four undergraduates at a university in the Southwest of the US over two years – between 2017 and 2019. The intent of this study was to uncover ways internalised racism influenced the researchers in their earliest socialisation years. The authors' interest in anti-racism provided the impetus to co-create a pedagogy of discomfort, which may be of value to teacher educators, as well as those who seek to do the work of excavating deeply-rooted internalised racism. Using a Critical Race Theory theoretical framework, the authors share their findings as a bricolage of synergistic stories. Their conclusions show how racism is passed down in families, the impact of whiteness on the sense of self, and how facing internalised racism can be simultaneously painful and healing. This article provides an exemplar of a process to conduct anti-racism inner work. [ABSTRACT FROM AUTHOR]

Based on a collaborative auto-ethnographic approach, this paper examines how external stakeholders can influence organizational change processes and outcomes in a public sector context. Existing change literature suggests that stakeholder management and collaboration are critical for achieving change results. Although the role of internal stakeholders has been documented, we know less about how external stakeholders can influence planned change. To explore this, we adopted a variant of collaborative auto-ethnography in which the first-hand experiences of a top manager combined with extensive media coverage were retrospectively made sense of through joint reflection and theorizing with an outside academic. Drawing on stakeholder theory and the concept of momentum for change, we show how external stakeholders can either amplify or suppress the momentum for change, thereby ultimately affecting goal attainment. The slightly adjusted CAE methodology offers new opportunities for academic/practitioner collaborations to advance change practice and theory. [ABSTRACT FROM AUTHOR]

The coronavirus pandemic provoked worldwide changes to the workplace, leading to rapid changes in lifestyles and working conditions. While organizations and governments struggled to develop regulations and policies, individuals were forced to find ways to manage work and life. During the pandemic and quarantine, a group of knowledge workers from around the world convened virtually and agreed to use qualitative autoethnographic methods to study how the quarantine disrupted their conventional patterns of work and care. In this article, we apply two communication perspectives—uncertainty reduction theory and resilience— to participant diaries to understand how participants represent internal and external stressors, the efforts diarists employed to overcome those stressors, and their varying success in doing so. Post-hoc application of these communication concepts suggests that the diarists, though privileged in some ways, were not exempt from the social, professional, and emotional consequences of the pandemic and that their efforts to enact resilience were unevenly successful, especially in relation to their use of communications technology. Diarists reported struggling with uncertainty at numerous levels and that uncertainty contributed to individual emotional and cultural distress. Disruptions to work, home, and communities significantly affected wellbeing and ability to cope with challenges. Added to this were the complex and competing roles that diarists felt as they struggled to work from home, parent, and remain engaged.

Moving towards sustainable futures in which human and natural systems increasingly flourish together asks not only for technological innovation but also for social, cultural, psychological, and spiritual transformation. Regenerative education is an upcoming strand of theory and practice seeking to understand the enabling role educational systems can fulfill in this process. This paper aims to advance the notion of regenerative education from the perspective of two regenerative principles: (1) living the question of vocation and (2) embracing emergence. To do so, we—as a teacher–researcher and a student–researcher—engage in collaborative auto-ethnography against the background of a regenerative educational experiment we participated in together, which we refer to as "Graduate with Hope". Our collaborative auto-ethnographic process was built around the practices of journaling and diffractive letter conversation. Through it, we meditate how (1) fostering a regenerative educational experience asks for the embrace of the pedagogical paradoxes of structure, shared agency, educational space, and transformation, (2) embracing these paradoxes can be confrontational and trigger inner development, and (3) sustaining commitment in this context asks for an ongoing practice of "talking the walk". These perspectives can inspire educational professionals to design for, engage in, and study regenerative forms of education. [ABSTRACT FROM AUTHOR]

This article aims to use the two authors' life experience, as English teachers, and university academics in the U.K., China and Australia, to improve an understanding how life trajectories can assist exploration of cultural difference and changes. Our experiences can be utilized as a means of understanding how responses to change and cultural differences can be influenced. Using a collaborative auto-ethnography research method offers readers opportunities to engage with the text through encountering the cultural nuances in these transitional journeys. The analysis is undertaken through the theoretical lens of transformational learning, cultural identity, and space. This paper will be of benefit both to academics in multicultural settings and to pre-service teachers in postgraduate programs. First, it will assist in sensitizing readers to become more culturally aware and competent through understanding how change across cultures can be beneficially accomplished and, second, by showing how constructive change can influence all evolving cultural identities within vibrant, multicultural and multilingual contexts such as we experience in Australia. [ABSTRACT FROM AUTHOR]

Moving towards sustainable futures in which human and natural systems increasingly flourish together asks not only for technological innovation but also for social, cultural, psychological, and spiritual transformation. Regenerative education is an upcoming strand of theory and practice seeking to understand the enabling role educational systems can fulfill in this process. This paper aims to advance the notion of regenerative education from the perspective of two regenerative principles: (1) living the question of vocation and (2) embracing emergence. To do so, we—as a teacher–researcher and a student–researcher—engage in collaborative auto-ethnography against the background of a regenerative educational experiment we participated in together, which we refer to as “Graduate with Hope”. Our collaborative auto-ethnographic process was built around the practices of journaling and diffractive letter conversation. Through it, we meditate how (1) fostering a regenerative educational experience asks for the embrace of the pedagogical paradoxes of structure, shared agency, educational space, and transformation, (2) embracing these paradoxes can be confrontational and trigger inner development, and (3) sustaining commitment in this context asks for an ongoing practice of “talking the walk”. These perspectives can inspire educational professionals to design for, engage in, and study regenerative forms of education.

Plain English summary More and more patients and family members are getting involved in health research studies as partners. However we do not know much about what happens after the research study ends. This article looks at how parents have been involved in research studies at CanChild Centre for Childhood Disability Research at McMaster University in Ontario, Canada. CanChild researchers, staff, students and parents were asked about their experiences of working together on research studies. One of the researchers then pooled together all of these stories, shared them with everyone to get their feedback, and wrote the initial draft of this article. All the people interviewed were invited to read the article and to add their thoughts and opinions until everyone was satisfied with the final product. Our shared stories show that a lot has changed since CanChild was established in 1989. At first, researchers consulted with parents when they were doing a study. Now, many parents are partners and co-principal investigators on research studies. CanChild has also developed opportunities for parents and researchers to get training in patient-family engagement and to network with each other outside of research studies. Researchers, staff, students and parents talked about what makes research partnerships successful, including: being open to learning from each other; taking the time to get to know each other as people; and always trying to do better. They also shared some of the challenges that come up on research studies and suggested strategies for working through them.

Background: Engaging patients and family members as partners in research studies has become a widespread practice in healthcare. However, relatively little has been documented about what happens after the research study ends. For example, is patient and family engagement embedded in the wider infrastructure of organizations, and if so how? What are the long-term effects of engaging parents on research teams on the culture of how research is conducted? This study seeks to address these two gaps by examining how a culture of family engagement has been built over time at CanChild Centre for Childhood Disability Research at McMaster University in Ontario, Canada. Methods: This study is based on ethnographic research methodology and combines elements of organizational ethnography, interviews, and collaborative auto-ethnography with parent partners, researchers, staff, and trainees. Results: Since the inception of CanChild Centre for Childhood Disability Research at McMaster University in 1989, parents have been involved in research studies. Over time, this involvement evolved from being consulted on research studies to undertaking decision-making roles as partners and most recently as co-principal investigators. A growing infrastructure fosters a community of engagement that goes beyond the individual research study, and often beyond CanChild. This infrastructure consists of training, knowledge mobilization and social networking. In addition, the "softer" building blocks of CanChild's culture of engagement are an openness to learning from others, a commitment to relationship building, and a drive to grow and improve. These values are espoused by the leadership and are instilled in the next generation of researchers to inform both research and clinical work. While some challenges should be acknowledged when researchers and family partners work together on research studies, we identify a number of strategies that we have used in our studies to foster authentic and meaningful family–researcher partnerships. Conclusion: Engaging patients and families as partners in research constitutes a culture shift in health research, whereby studies about patients and families are carried out with them. Developing a community of engagement that transcends an individual research study is a step towards creating a culture of research that is truly shaped by the people about whom the research is being done. Plain English summary: More and more patients and family members are getting involved in health research studies as partners. However we do not know much about what happens after the research study ends. This article looks at how parents have been involved in research studies at CanChild Centre for Childhood Disability Research at McMaster University in Ontario, Canada. CanChild researchers, staff, students and parents were asked about their experiences of working together on research studies. One of the researchers then pooled together all of these stories, shared them with everyone to get their feedback, and wrote the initial draft of this article. All the people interviewed were invited to read the article and to add their thoughts and opinions until everyone was satisfied with the final product. Our shared stories show that a lot has changed since CanChild was established in 1989. At first, researchers consulted with parents when they were doing a study. Now, many parents are partners and co-principal investigators on research studies. CanChild has also developed opportunities for parents and researchers to get training in patient-family engagement and to network with each other outside of research studies. Researchers, staff, students and parents talked about what makes research partnerships successful, including: being open to learning from each other; taking the time to get to know each other as people; and always trying to do better. They also shared some of the challenges that come up on research studies and suggested strategies for working through them. [ABSTRACT FROM AUTHOR]

The coronavirus pandemic provoked worldwide changes to the workplace, leading to rapid changes in lifestyles and working conditions. While organizations and governments struggled to develop regulations and policies, individuals were forced to find ways to manage work and life. During the pandemic and quarantine, a group of knowledge workers from around the world convened virtually and agreed to use qualitative autoethnographic methods to study how the quarantine disrupted their conventional patterns of work and care. In this article, we apply two communication perspectives-uncertainty reduction theory and re-silience-to participant diaries to understand how participants represent internal and external stressors, the efforts diarists employed to overcome those stressors, and their varying success in doing so. Post-hoc application of these communication concepts suggests that the diarists, though privileged in some ways, were not exempt from the social, professional, and emotional consequences of the pandemic and that their efforts to enact resilience were unevenly successful, especially in relation to their use of communications technology. Diarists reported struggling with uncertainty at numerous levels and that uncertainty contributed to individual emotional and cultural distress. Disruptions to work, home, and communities significantly affected wellbeing and ability to cope with challenges. Added to this were the complex and competing roles that diarists felt as they struggled to work from home, parent, and remain engaged., Competing Interests: Conflict of interest: The authors declare no potential conflict of interest, and all authors confirm accuracy., (Copyright © 2024, the Author(s).)

Right-wing populism is on the rise worldwide, and political attacks against universities have increased in the United States since the election of Donald Trump. In 2017, an incident occurred at the University of Nebraska–Lincoln which resulted in accusations of hostility toward conservative students. Just over a year later, political forces again attempted to denigrate the university's reputation, but this time they did not succeed. This (multimodal) positive discourse analysis/generative critique combines collaborative auto-ethnography to describe the way these events were represented in the media, deconstructing a professor's methods of countering a right-wing attack on an academic institution. Findings demonstrate the use of multiple strategies such as controlling the narrative through social media savvy; using linguistic strategies such as refutation of strawman fallacies, syntax, deixis and emotional appeal; and use of image. [ABSTRACT FROM AUTHOR]

This article is based on the establishment of a Haudenosaunee community-based research paradigm to provide Indigenous and non-Indigenous researchers with guiding research principles based on the Tekéni Teyohà:ke Kahswénhtake, also known as the Two Row Wampum. An Indigenous and non-Indigenous researcher have joined in a canoe journey and a participatory, action-centered, collaborative auto-ethnography to explore the principles of Tekéni Teyohà:ke Kahswénhtake research partnerships. This article describes the learning that occurred for the researchers in their considerations of dialogical space, distinction that is both equitable and heterogenous, ceremony in research, knowledge as exchange in trusting relationships, and the significance of journey. [ABSTRACT FROM AUTHOR]

In the field of participatory health research (PHR) and related action research paradigms, limitations of standard ethical codes and institutional review processes have been identified. PHR is highly situational and relational, part of a hierarchical health care context and therefore ethics of care has been suggested as a helpful theoretical approach that emphasises responsibilities and relationships. The purpose of this article is to explore the value of Tronto's second-generation ethics of care for reflection on ethical challenges experienced by academic researchers. Using the design of a collaborative auto-ethnography, this article starts from a story of a researcher who deals with dilemmas in responsibility to care for co-researchers with lived experiences during a PHR study in the field of acute psychiatric care. By analysing the challenges together with all co-researchers, using a framework of ethics of care, we discovered the importance of self-care and existential safety for an ethical PHR practice. The reflexive meta-narrative shows that the ethics of care lens is useful to untangle moral dilemmas in all participatory research-related paradigms for all engaged. [ABSTRACT FROM AUTHOR]

Challenges experienced in the higher education context require new academics to engage with issues of social justice in their pedagogical practices. This article focuses on such challenges and how these are met by the authors, who are new academics from two higher education institutions in South Africa. Using a collaborative auto-ethnographic approach to analyse and interpret practices from different disciplines and higher education institutions, critical insights into "response-able pedagogies" are highlighted. "Response-able pedagogies" may be described as those which foreground attentiveness, responsibility, curiosity and capability, are used as a lens to examine the pedagogical practices of the authors, as new academics. This lens is useful in that it illuminates ethical dimensions of how a socially just pedagogy might be enacted in disparate South African higher education contexts. Issues of language, academic literacies, resources, employability, cultural diversity, large classes, and student abilities are reflected upon in relation to new academics' engagement with socially just pedagogies. The article is intended to be a useful resource specifically, but not exclusively for, new academics entering the field of higher education in South Africa. [ABSTRACT FROM AUTHOR]

In this article, we adopt a collaborative auto-ethnographic approach to explore the experiences of one refugee university student. Our method involved all three authors systematically analysing narratives written by one of us: R Student. These accounts provide deep descriptions of his life while studying at three different United Kingdom universities and our analysis of them demonstrates that higher education was a double-edged sword for R Student. Our research illuminates how R Student's past as a survivor of genocide and forced migration, his corrosive and supportive relationships, and neo-liberal policies and practices all intersected in complex ways to circumscribe his agency and inform his experience as a refugee student. This understanding runs counter to neo-liberal policies and practices within higher education which often blame individuals for the problems they encounter and obscure social and relational forces. In describing the operable effects of abstract policies and concepts upon R Student, our study provides a counter-narrative to neo-liberal discourse and identifies systemic issues that may affect other students, too. [ABSTRACT FROM AUTHOR]