Critical Autoethnography for Scholarship, Pedagogy, and Personal Growth in Teacher Education

Jennie Kroeger
The latest installment in our School of Teacher Education Colloquium series is titled, "Critical Autoethnography for Scholarship, Pedagogy, and Personal Growth in Teacher Education," and features Dr. Blake Tenore, Teaching Faculty II and Coordinator of English Education.
Critical autoethnography (CAE) is form of qualitative research. Autoethnographers engage in cultural analysis through personal narrative that examines interpersonal and cultural experiences of identity from the inside out (Boylorn & Orbe, 2014; Hughes & Pennington, 2017). Tenore began thinking about critical autoethnography as research method in 2015 as a means to examine and understand teacher educators' decision-making related to their critical pedagogies of race, class, and social justice. Following that work, he started attempting to incorporate autoethnography as pedagogy with his teacher preparation students as a method of teacher inquiry and professional development in the context of preparing to deliver culturally relevant and critical instruction. During the Colloquium presentation, he will share the story of his experiences and lessons learned with and from critical autoethnography for scholarship, pedagogy, and personal growth.
Since 2016 Dr. Blake Tenore has led the secondary English education program in the College of Education. He is inescapably called to and fascinated by the stories we tell ourselves about ourselves that make ourselves.
The presentation slides are available here.