This edited volume comprises an insightful collection of international autoethnographies from doctoral candidates in the field of applied linguistics, narrating and analyzing their student experiences to problematize and challenge the dominant and oppressive cultures of academia.
This edited volume comprises an insightful collection of international autoethnographies from doctoral candidates in the field of applied linguistics, narrating and analyzing their student experiences to problematize and challenge the dominant and oppressive cultures of academia.
Bedrettin Yazan is Associate Professor in the Department of Bicultural-Bilingual Studies, University of Texas at San Antonio, USA. Ethan Trinh is a Vietnamese queer immigrant, Critical Researcher, and Teacher Educator at Georgia State University, USA. Luis Javier Pentón Herrera is Assistant Professor in the Faculty of Modern Languages, University of Warsaw, Poland, and Coordinator of the Graduate TESOL Certificate, George Washington University, USA.
Inhaltsangabe
1. Doctoral students' identities and emotional well-being in applied linguistics: Introducing the collection of autoethnographies Part I: INTERRELATING MULTIPLE IDENTITIES 2. Navigating the academy with imposter syndrome as a first-generation queer student: Lessons learned 3. Playing the academic game: Identities, socialization, and discourse community 4. Negotiating my scholar identity: Jumping through hoops and hurdles Part II: NAVIGATING AND NEGOTIATING IN-BETWEENNESS 5. Exploring My in-betweenness as a growing transnational scholar through poetic autoethnography 6. The becoming of transcultural pracademics 7. A poetic narrative autoethnography on transnational identity: Tumbleweed Part III: ENGAGING EMOTIONS AND WELL-BEING 8. An Autoethnographic Account of Faculty-on-Student Abuse: Walking on Eggshells 9. Rethinking the role of emotional dissonance in catalyzing professional identity development 10. Navigating the first year of doctoral study: Developing a researcher identity and other lessons learned outside of the program handbook Part IV: ESTABLISHING SUPPORT SYSTEMS 11. Writing for publication as doctoral students: Challenges, opportunities, and lessons learned 12. Re-envisioning academic competition: Sharing leadership in co-authorship, co-publication, and building collective wisdom 13. The benefits of community in the face of disaster: Struggling to success Part V: MOVING FORWARD 14. Poetic conversations: Moving forward with autoethnography in applied linguistics 15. Afterword
1. Doctoral students' identities and emotional well-being in applied linguistics: Introducing the collection of autoethnographies Part I: INTERRELATING MULTIPLE IDENTITIES 2. Navigating the academy with imposter syndrome as a first-generation queer student: Lessons learned 3. Playing the academic game: Identities, socialization, and discourse community 4. Negotiating my scholar identity: Jumping through hoops and hurdles Part II: NAVIGATING AND NEGOTIATING IN-BETWEENNESS 5. Exploring My in-betweenness as a growing transnational scholar through poetic autoethnography 6. The becoming of transcultural pracademics 7. A poetic narrative autoethnography on transnational identity: Tumbleweed Part III: ENGAGING EMOTIONS AND WELL-BEING 8. An Autoethnographic Account of Faculty-on-Student Abuse: Walking on Eggshells 9. Rethinking the role of emotional dissonance in catalyzing professional identity development 10. Navigating the first year of doctoral study: Developing a researcher identity and other lessons learned outside of the program handbook Part IV: ESTABLISHING SUPPORT SYSTEMS 11. Writing for publication as doctoral students: Challenges, opportunities, and lessons learned 12. Re-envisioning academic competition: Sharing leadership in co-authorship, co-publication, and building collective wisdom 13. The benefits of community in the face of disaster: Struggling to success Part V: MOVING FORWARD 14. Poetic conversations: Moving forward with autoethnography in applied linguistics 15. Afterword
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