“I always seem to have been helping and caring for others”: Reflections of a long-time enabling educator
Brock, C., Borti, A., Frahm, T., Howe, L., Khasilova, D., & Ventura-Kalen, K. (2017). Employing autoethnography to examine our diverse identities: Striving towards equitable and socially just stances in literacy teaching and research. International Journal of Multicultural Education, 19(1), 105-124.
Brookfield, S. D. (2001). Unmasking power: Foucault and adult learning. Canadian Journal for the study of adult education, 15(1), 1-23.
Brookfield, S. D. (2002). Overcoming alienation as the practice of adult education: The contribution of Erich Fromm to a critical theory of adult learning and education. Adult Education Quarterly, 52(2), 96-111.
Brookfield, S. D. (2005). The power of critical theory: Liberating adult learning and teaching. San Francisco, CA: Jossey-Bass.
Clandinin, D. J. (Ed.). (2007). Handbook of Narrative Inquiry: Mapping a Methodology. Thousand Oaks, CA: SAGE.
Cranton, P. (2002). Teaching for transformation. New Directions for Adult and Continuing Education, 93, Spring, 63-71.
Cranton, P. (2003). Finding our way: A guide for adult educators. Toronto, ON: Wall and Emerson.
Davies, B., & Bansel, P. (2007). Neoliberalism and education. International Journal of Qualitative Studies in Education, 20(3), 247-259. https://doi.org/10.1080/09518390701281751
Dirkx, J. (2001). The power of feelings: Emotion, imagination, and the construction of meaning in adult learning. In S. Merriam (Ed.), Special Issue: The New Update on Adult Learning Theory: New Directions for Adult and Continuing Education, no. 89, Spring, 63-72. San Francisco, CA: Jossey-Bass. https://doi.org/10.1002/ace.9
Dirkx, J. (2006). Engaging emotions in adult learning: A Jungian perspective on emotion and transformative learning. In E. Taylor (Ed.), Teaching for change: New directions for adult and continuing education, 109, 15-26. San Francisco, CA: Jossey-Bass.
Elbow, P. (1986). Embracing contraries: Explorations in learning and teaching. New York: Oxford University Press.
Elbow, P. (2000). Everyone can write. New York: Oxford University Press.
Ellis, C., Adams, T. E., & Bochner, A. P. (2010). Autoethnography: An Overview. Forum: Qualitative Social Research, 12(1), Art. 10. https://doi.org/10.17169/fqs-12.1.1589
Fuller, E. (2018). Live, Learn, Grow: An autoethnographic examination of the ‘navigator’ role supporting care leavers at an Australian university. International Studies in Widening Participation, 5(1), 51-64.
Gee, J. (2005). An introduction to discourse analysis: theory and method (2nd ed.). Cornwall, UK: Routledge.
Grant, A. (2010). Writing the reflexive self: an autoethnography of alcoholism and the impact of psychotherapy culture. Journal of Psychiatric and Mental Health Nursing, 17(7), 577-582.
Hamilton, M., Smith, L., & Worthington, K. (2008). Fitting the methodology with the research: An exploration of narrative, self-study and auto-ethnography. Studying Teacher Education, 4(1), 17-28. https://doi.org/10.1080/17425960801976321
Hernández, F., Sancho, J. M., Creus, A., & Montané, A. (2010). Becoming university scholars: Inside professional autoethnographies. Journal of Research Practice, 6(1), Article M7. https://jrp.icaap.org/index.php/jrp/article/view/204/188
Holman-Jones, S. (2005). Autoethnography: Making the personal political. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of Qualitative Research (pp. 763-791). Thousand Oaks, CA: Sage.
Klinker, J. F., & Todd, R. H. (2007). Two autoethnographies: A search for understanding of gender and age. The Qualitative Report, 12(2), 166-183. https://doi.org/10.46743/2160-3715/2007.1632
Mezirow, J., & Associates. (2000). Learning to think like an adult – core concepts of transformation theory. In J. Mezirow and Associates (Eds.) Learning as transformation: Critical perspectives on a theory in progress (pp. 3-31). San Francisco, CA: Jossey-Bass.
Mezirow, J. (2003). Transformative learning as discourse. Journal of Transformative Education, 1(1), 53-63.
Motta, S., & Bennett, A. (2018). Pedagogies of care, care-full epistemological practice and ‘other’ caring subjectivities in enabling education. Teaching in Higher Education, 23(5), 631-646. https://doi.org/10.1080/13562517.2018.1465911
Pitard, J. (2017). A journey to the centre of self: Positioning the researcher in autoethnography. Forum: Qualitative Social Research, 18(3), 1-20. https://doi.org/10.17169/fqs-18.3.2764
Sims, M. (2019). Neoliberalism and new public management in an Australian university: The invisibility of our take-over. Australian Universities Review, 61(1), 22-30.
Taylor, E. W. (2007). An update of transformative learning theory: A critical review of the empirical research (1999–2005). International Journal of Lifelong Education, 26(2), 173-191.
Taylor, E. W. (2008). Transformative Learning Theory. New Directions for Adult and Continuing Education, no. 119, Fall, 5-15. https://doi.org/10.1002/ace.301
Vogler, C. (2007). The Writer’s Journey: Mythic Structure for Writers (3rd ed.). Studio City, CA: Michael Wiese Productions.
Walker, C., & Gleaves, A. (2016). Constructing the caring higher education teacher: A theoretical framework. Teaching and Teacher Education, 54, 65-76.
Willans, J. (2010). Navigating personal change: transforming perceptions of self as learner. Doctoral Thesis, Faculty of Arts, Business, Informatics and Education, CQUniversity, Australia.
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution 3.0 License.
Banner image: Kira Jovanovski (2020), movement score 01 (detail): oil stick and acrylic on paper. Photograph by Kira Jovanovski. Cover image: Kira Jovanovski (2020), grunt_iteration 02 in the boughs and stamped: installation in University Gallery. Photograph by Jedidiah Cranfield. (c) the artist.
This journal is published on the lands of the Pambalong Clan of the Awabakal People.