ABSTRACT
The chapter aims to analyze the COVID-19 pandemic from an autoethnography carried out in Cusco (Peru). This highlights the social differences and socioeconomic conditions that influence theway of living the pandemic and suffering its effects, which, in the Peruvian case, has more critically affected the most vulnerable populations. Thus, the privileged people can stay at home while the rest must go out to live/survive. The chapter invites us to think about a new social pact, more equitable and fairer, that divorces the pandemic-social inequality marriage, observed in different parts of the planet, particularly in the Americas. This is necessary to avoid future problems of equal or greater magnitude that tend to take their toll on vulnerable populations that often do not have the means to pay, or pay at the risk of their lives. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2022, corrected publication 2022.
ABSTRACT
Online education made the digital divide visible during the COVID-19 pandemic, based on gender, economic class, locations, and different types of opportunities. Bangladeshi female varsity narratives on gender role stereotypes, economic conditions, household characteristics, family atmosphere, and online teaching strengthen the need for intersectional feminist insights. The study further examines online education potentials and pathways for more online education along intersectional lines. Qualitative methods help gauge how female university students shape their experiences with online education, and emphasize the epistemological importance of voice and women's perspectives for deeper understanding of their experiences. An ‘auto-ethnographic' approach undergirds the paper's analysis, elevating reflexive demonstrations and recommendations for more inclusive online education for female university student. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2023.
ABSTRACT
The purpose of this research was to address the gap in the existing literature on the multilingual aspect of language in psychotherapy with children and adolescents. This research aimed at interpreting possible meanings for clients of being multilingual in the therapeutic process as well as reflect on the influence of clients' multilingualism in the therapeutic relationship. The researcher used a systematic literature review (PRISMA guidelines, 2009) to select articles based on empirical qualitative/mixed studies with participants up to 25 years old or adults referring to childhood/adolescence. The researcher used thematic synthesis (Thomas & Harden, 2008) to extract, analyse and interpret data. The rigour of this study was enhanced by the use of auto‐ethnography as a source of evidence (McLeod, 2015). The auto‐etnography documents self‐reflections on personal experience of being multilingual contributing to deeper contextualised knowledge. The findings confirm previous research on the existence of a link between multilingualism and "identity" (Costa, 2020, p. 5). This research suggests that the meaning a client gives to bilingualism can be co‐constructed within an attuned therapeutic relationship. In this co‐construction journey, there is a significant opportunity for children and young people in finding their way through languages, hence reaching emancipation and affirmation in the world. The main limitation of this research relates to the fact that there are not many studies with children/young people. This led the researcher to also include studies based on a mixed sample and with adults referring to childhood/adolescence, which might have influenced the interpretation of findings. [ FROM AUTHOR]
ABSTRACT
This book review essay of Ian Parker’s Psychology through Critical Auto-ethnography has three objectives. The first is to provide an assessment of Parker’s unique contribution to the field of Critical Psychology. Parker’s critique of the psy-sciences is shown to offer a key challenge not only to mainstream psychology but also to those who envision themselves working in the field of Critical Psychology: how not to relapse in the traps of mainstream psychology and psychologisation? The second objective is to scrutinize Parker’s idiosyncratic use of the methodology of auto-ethnography. Here it is argued, again, that Parker’s appropriation of this method not only is ideally positioned to question the problematic field of mainstream psychology, but also opens up a different perspective on subjectivity and sociality that should challenge Critical Psychology. The third objective is to apply these insights to the Covid crisis: if Parker enjoins us to step outside the psy-complex and “find many other ways to live together without it,” the entry of mainstream psychology into the Covid-debate, claiming expert knowledge on how we should live apart/together, should be confronted head-on. To achieve these three objectives, the author also uses a moderate dose of auto-ethnography.
ABSTRACT
The relationship between early childhood education and care (ECEC, birth to 8 years), children’s lifelong learning trajectory and the economy is undisputed. This relationship was particularly apparent during the COVID-19 pandemic. Using an auto-ethnographical study, this chapter discusses government responses across 10 countries: Australia, Canada, Chile, Denmark, England, Germany, Greece, Ireland, Italy and Portugal reveal much about the perceptions of children and their early childhood professionals from a political, social and economic stance. The chapter interrogates how government responses situate children and early childhood professionals within the educational landscape in the countries studied and asks how it shapes early childhood education in particular. It illustrates that Governments overall, in the countries studied, did not recognise ECEC as fundamental to the educational continuum. In looking to the future, we question how early childhood education should develop to prepare children for the times we live in so that children are able to flourish and shape future societies with confidence and purpose. Finally, we ask whether the pandemic could possibly see the dawn of a new era in knowledge and understanding of the centrality of Early Childhood Education and Care. © 2022, The Author(s), under exclusive license to Springer Nature Switzerland AG.
ABSTRACT
This article discusses the usefulness of critical analytical auto-ethnography in studying migrant (im)mobilities in the context of the COVID-19 pandemic. Whereas the auto-ethnographic genre has boomed during COVID-19 times, the authors of auto-ethnographic texts usually focus on their own experiences of the pandemic, engaging in an evocative style of writing. Following an overview of autoethnographic writing genres, this article discusses complex issues of insider/outsider status in pandemic research. It calls for a critical and analytical auto-ethnographic approach to the study of migrations and mobilities in a context in which they are currently unevenly distributed.
ABSTRACT
This reflexive essay examines the adoption of an intentional 'ethic of care' by social work administrators in a large social work school located in the Pacific Northwest. An ethic of care foregrounds networks of human interdependence that collapse the public/private divide. Moreover, rooted in the political theory of recognition, a care ethic responds to crisis by attending to individuals' uniqueness and 'whole particularity.' Foremost, it rejects indifference. Through the personal recollections of one academic administrator, the impact of rejecting indifference in spring term 2020 is described. The essay concludes by linking the rejection of indifference to the national political landscape.