Teaching in the Real World: Autoethnography Meets Meta-Autoethnography from a Practicing Teacher's Perspective

In "Who are You," I narrate seven vignettes of my lived experiences from childhood through the beginning of my Ph. D. I examine how they directly relate to the relationships I build with my students as a teacher in an urban public high school. I deconstruct how my experiences push me to break standard professional teacher boundaries in order to support and advocate for my students. I discuss the realities of my lived experiences and the impact they have had on me personally, educationally, and professionally. I explain my choice for using narrative vignettes tied to the Lewis Carroll novels Alice in Wonderland and Through the Looking Glass and their connection with my adolescent and professional experiences. I explain my choice of autoethnography as my method and how I have come to terms with the vulnerability necessary to successfully use this genre of qualitative research while learning about the difficulties and benefits of the method. In "Where Soul Meets Body," I reflect on occurred during those experiences, and how they shaped the person and the teacher I am today. I reflect on the collapse of family, the effects of divorce on my actions, the seeking of solace and emotional repair, the effects of abusive relationships, the changes in my identity, the rebuilding of my identity, and the impact of my lived experiences on my teaching pedagogy. I reflect on the need for transparency and vulnerability in teaching. I explore how the acceptance and realization of my lived experiences has a deep impact on personal pedagogy, practices, and meaningful relationships with students, specifically in an urban school setting. I explore how my personal experiences intertwine with my students' personal experiences and how all teachers need to acknowledge the importance of transparency and vulnerability in their pedagogy.

Name thesis:degree_name

Doctor of Philosophy

Level thesis:degree_level

doctoral

Discipline thesis:degree_discipline

Curriculum and Instruction

Department dc:contributor.department

Education, Vocational-Technical

Grantor dc:publisher

Virginia Tech

Year dc:date.issued

2021

Author dc:creator

• Arnold, Brandy

Chair dc:contributor.committeechair

• Tilley-Lubbs, Gresilda A.

Committee members dc:contributor.committeemember

• Garrison, James W.
• Kreye, Bettibel Carson
• McCloud, Jennifer Sink

• teacher vulnerability
• teacher transparency
• building student relationships
• lived experiences
• pedagogy in urban education

Statement dc:rights

• In Copyright

Licence dc:rights.uri

• http://rightsstatements.org/vocab/InC/1.0/

Dc Identifier Other

vt_gsexam:32027

OAI identifier oai:identifier

oai:vtechworks.lib.vt.edu:10919/104464