A Researcher at School: Reflections on Positioning through an Autoethnographic Account
In this article I present a reflective analysis of my experience conducting fieldwork in a public elementary school in Mexico. Based on the concept of positioning (Hemelsoet, 2014), I observe the interaction of my role as a researcher with other roles in my life (postgraduate student, training teach...
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2023 |
| País: | México |
| Institución: | UNIVERSIDAD AUTÓNOMA DE AGUASCALIENTES |
| Repositorio: | Caleidoscopio |
| Idioma: | español |
| OAI Identifier: | oai:revistas.uaa.mx:article/4342 |
| Acceso en línea: | https://revistas.uaa.mx/index.php/caleidoscopio/article/view/4342 |
| Access Level: | acceso abierto |
| Palabra clave: | autoethnography positioning educative research ethics autoetnografía posicionamiento investigación educativa ética |
| Sumario: | In this article I present a reflective analysis of my experience conducting fieldwork in a public elementary school in Mexico. Based on the concept of positioning (Hemelsoet, 2014), I observe the interaction of my role as a researcher with other roles in my life (postgraduate student, training teacher), using it as a particular position from which it is possible to create knowledge. I also analyze how the interaction between these roles was modified throughout the investigation thanks to the actions taken to face unforeseen situations and conflicts that took place in the field. By evoking encounters with both teachers and students through an autoethnographic narrative, I incorporate the experience of the researcher in the study of others (Ellis, Adams, & Bochner, 2010) and discuss the criteria of objectivity and distance in social research. |
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