Autoethnography and School Principals: an Experiential Approach to Educational Reforms in Chile
DOI:
https://doi.org/10.24320/redie.2018.20.2.1600Keywords:
Autoetnography, school principals, teacher professional development, educational reforms.Supporting Agencies:
Pontificia Universidad Católica de ChileAbstract
In the last 26 years, many educational reforms have been introduced in Chile with the aim of improving equity and quality in the system. School principals, as both actors and protagonists of these reforms, have developed their own vision of these social phenomena and their effects on educational organizations. It is on this basis that this study seeks to analyze three public policies in education through the experience of senior school principals, using an autoethnographic exploration that is part of a qualitative paradigm. Results show that school principals face these public policies with feelings of fear and uncertainty, and a perceived sense of isolation. The relevance of this study resides in the opportunity to position individuals, from an emotional perspective, in a specific sociocultural context.Downloads
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References
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Austin, J. y Hickey, A. (2007). Autoethnography and teacher development. The International Journal of Interdisciplinary Social Sciences, 2. Recuperado de https://eprints.usq.edu.au/3287/
Blinne, K. (2014). Writing my life: a narrative and poetic-based autoethnography. Journal of Poetry Therapy, 23(3), 183-190.
Bravo, D., Falck, D., González, R., Manzi, J. y Peirano, C. (2008). La relación entre la evaluación docente y el rendimiento de los alumnos: evidencia para el caso de Chile. Recuperado de http://eoepsabi.educa.aragon.es/descargas/H_Recursos/h_1_Psicol_Educacion/h_1.4.Eval_desemp_docente/1.5.Relacion_evaluac_doc_rendim.pdf
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Chang, H. (2008). Autoethnography as method. Walnut Creek, CA: Left Coast Press.
Chang, H., Longman, K. y Franco, M. (2014) Leadership development through mentoring in higher education: A collaborative autoethnography of leaders of color. Mentoring & Tutoring: Partnership in Learning, 22(4), 373-389.
Curran, J. (2012). An autoethnography of transition. Symposium: Transition issues and persons with ID. Journal of Intellectual Disability Research, 56(7-8). doi:10.1111/j.1365-2788.2012.01583_8.x
Day, C. y Gu, Q. (2012). Profesores: vidas nuevas, verdades antiguas: una influencia decisiva en la vida de los alumnos. Madrid, España: Narcea.
Ellis, C. (2009). Fighting back or moving on: An autoethnographic response to critics. International Review of Qualitative Research, 2(3), 371-378.
Ellis, C. y Bochner, A. (2000). Autoethnography, personal narrative, reflexivity. Researcher as Subject. En N. Denzin y Y. Lincoln (Eds.), Handbook of qualitative research (pp. 733-768). Thousand Oaks, CA: Sage.
Flanagan, J. (1954). The critical incident technique. Psychological Bulletin, 51(4), 327-358. Recuperado de https://www.apa.org/pubs/databases/psycinfo/cit-article.pdf
Hamilton, L. y Corbett-Whittier, C. (2012). Using case study in education research. Londres: Sage.
Holt, N. L. (2003). Representation, legitimation, and autoethnography: An autoethnographic writing story. International Journal of Qualitative Methods, 2(1). Recuperado de https://sites.ualberta.ca/~iiqm/backissues/2_1/html/holt.html
Humphreys, M. (2005). Getting personal: Reflexivity and autoethnographic vignettes. Qualitative Inquiry, 11(6), 840-860. doi:10.1177/1077800404269425
Lapadat, J. (2009). Writing our way into shared understanding: Collaborative autobiographical writing in the qualitative methods class. Qualitative Inquiry, 15(6), 955-979. doi:10.1177/1077800409334185
Legee, M. (2014). Autoethnography and teacher education: Snapshot stories of cultural encounter. Australian Journal of Teacher Education, 39(5), 117-134.
Maxwell, J. (2005). Qualitative research design: An interactive approach. Thousand Oaks, CA: Sage.
Ministerio de Educación. (2008). Leyes de subvención preferencial. Chile: Autor.
Patton, M. (2001). Qualitative research and evaluation methods. Thousand Oaks, CA: Sage.
Polkinghorne, D. (1995). Narrative configuration in qualitative analysis. En J. Hatch y R. Wisniewski (Eds.), Life history and narrative (pp.5-23). Londres: Falmer Press.
Raczynski, D., Muñoz, G., Weinstein, J. y Pascual, J. (2016). Subvención escolar preferencial (SEP) en Chile: Un intento por equilibrar la macro y micro política escolar. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 11(2).
Reed-Denahay, D. (2009) Anthropologists, education, and autoethnography. Reviews in Anthropology, 38(1), 28-47.
Sun, Y., Correa, M., Zapata, A. y Carrasco, D. (2011). Resultados: qué dice la evaluación docente acerca de la enseñanza en Chile. En J. Manzi, R. González y Y. Sun (Eds.), La evaluación docente en Chile (pp. 91-136). Chile: Facultad de Ciencias Sociales /Mide UC. Recuperado de http://www.mideuc.cl/libroed/pdf/La_Evaluacion_Docente_en_Chile.pdf
Vasconcelos, E. (2011). I can see you: An autoethnography of my teacher-student self. The Qualitative Report, 16(2), 415-440.
Wall, S. (2006). An autoethnography on learning about ethnography. International Journal of Qualitative Methods, 5(2), 1-12. Recuperado de https://sites.ualberta.ca/~iiqm/backissues/5_2/PDF/wall.pdf
Wolcott, H. (2008). Ethnography: A way of seeing (2a. ed.). Nueva York: Alta Mira.
Austin, J. y Hickey, A. (2007). Autoethnography and teacher development. The International Journal of Interdisciplinary Social Sciences, 2. Recuperado de https://eprints.usq.edu.au/3287/
Blinne, K. (2014). Writing my life: a narrative and poetic-based autoethnography. Journal of Poetry Therapy, 23(3), 183-190.
Bravo, D., Falck, D., González, R., Manzi, J. y Peirano, C. (2008). La relación entre la evaluación docente y el rendimiento de los alumnos: evidencia para el caso de Chile. Recuperado de http://eoepsabi.educa.aragon.es/descargas/H_Recursos/h_1_Psicol_Educacion/h_1.4.Eval_desemp_docente/1.5.Relacion_evaluac_doc_rendim.pdf
Bruner, E. (1997). Ethnography as narrative. En L. Hinchman y S. Hinchman (Eds.), Memory, identity, community: The idea of narrative in the human sciences (pp. 264-280). New York State University.
Chang, H. (2008). Autoethnography as method. Walnut Creek, CA: Left Coast Press.
Chang, H., Longman, K. y Franco, M. (2014) Leadership development through mentoring in higher education: A collaborative autoethnography of leaders of color. Mentoring & Tutoring: Partnership in Learning, 22(4), 373-389.
Curran, J. (2012). An autoethnography of transition. Symposium: Transition issues and persons with ID. Journal of Intellectual Disability Research, 56(7-8). doi:10.1111/j.1365-2788.2012.01583_8.x
Day, C. y Gu, Q. (2012). Profesores: vidas nuevas, verdades antiguas: una influencia decisiva en la vida de los alumnos. Madrid, España: Narcea.
Ellis, C. (2009). Fighting back or moving on: An autoethnographic response to critics. International Review of Qualitative Research, 2(3), 371-378.
Ellis, C. y Bochner, A. (2000). Autoethnography, personal narrative, reflexivity. Researcher as Subject. En N. Denzin y Y. Lincoln (Eds.), Handbook of qualitative research (pp. 733-768). Thousand Oaks, CA: Sage.
Flanagan, J. (1954). The critical incident technique. Psychological Bulletin, 51(4), 327-358. Recuperado de https://www.apa.org/pubs/databases/psycinfo/cit-article.pdf
Hamilton, L. y Corbett-Whittier, C. (2012). Using case study in education research. Londres: Sage.
Holt, N. L. (2003). Representation, legitimation, and autoethnography: An autoethnographic writing story. International Journal of Qualitative Methods, 2(1). Recuperado de https://sites.ualberta.ca/~iiqm/backissues/2_1/html/holt.html
Humphreys, M. (2005). Getting personal: Reflexivity and autoethnographic vignettes. Qualitative Inquiry, 11(6), 840-860. doi:10.1177/1077800404269425
Lapadat, J. (2009). Writing our way into shared understanding: Collaborative autobiographical writing in the qualitative methods class. Qualitative Inquiry, 15(6), 955-979. doi:10.1177/1077800409334185
Legee, M. (2014). Autoethnography and teacher education: Snapshot stories of cultural encounter. Australian Journal of Teacher Education, 39(5), 117-134.
Maxwell, J. (2005). Qualitative research design: An interactive approach. Thousand Oaks, CA: Sage.
Ministerio de Educación. (2008). Leyes de subvención preferencial. Chile: Autor.
Patton, M. (2001). Qualitative research and evaluation methods. Thousand Oaks, CA: Sage.
Polkinghorne, D. (1995). Narrative configuration in qualitative analysis. En J. Hatch y R. Wisniewski (Eds.), Life history and narrative (pp.5-23). Londres: Falmer Press.
Raczynski, D., Muñoz, G., Weinstein, J. y Pascual, J. (2016). Subvención escolar preferencial (SEP) en Chile: Un intento por equilibrar la macro y micro política escolar. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 11(2).
Reed-Denahay, D. (2009) Anthropologists, education, and autoethnography. Reviews in Anthropology, 38(1), 28-47.
Sun, Y., Correa, M., Zapata, A. y Carrasco, D. (2011). Resultados: qué dice la evaluación docente acerca de la enseñanza en Chile. En J. Manzi, R. González y Y. Sun (Eds.), La evaluación docente en Chile (pp. 91-136). Chile: Facultad de Ciencias Sociales /Mide UC. Recuperado de http://www.mideuc.cl/libroed/pdf/La_Evaluacion_Docente_en_Chile.pdf
Vasconcelos, E. (2011). I can see you: An autoethnography of my teacher-student self. The Qualitative Report, 16(2), 415-440.
Wall, S. (2006). An autoethnography on learning about ethnography. International Journal of Qualitative Methods, 5(2), 1-12. Recuperado de https://sites.ualberta.ca/~iiqm/backissues/5_2/PDF/wall.pdf
Wolcott, H. (2008). Ethnography: A way of seeing (2a. ed.). Nueva York: Alta Mira.
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Article abstract page views: 2147
Published
2018-05-17
