ABSTRACT

Autoethnography is a contemporary qualitative approach to research and writing where the researcher uses their lived experience as data. Autoethnographers reflect deeply on, and make sense of, their own struggles as well as exploring cultural practices and beliefs. A diverse range of academic disciplines have embraced autoethnography as a research method. Legal education, however, rarely mentions autoethnography. This is a pivotal time. We have an opportunity to enhance the quality of legal education research, particularly where law teachers want to utilise creative, literary techniques and draw on personal experiences. This article provides the first comprehensive assessment of the practicalities and pitfalls of doing autoethnography in legal education research. It uses lived experience narrative, employing first-person present tense storytelling, to examine and extend discussions on major methodological issues faced by autoethnographers. Above all, however, this article challenges law teachers to develop robust and rigorous autoethnographic research.

摘要

Autoethnography 是一种当代的定性研究和写作方法，研究人员将他们的生活经验用作数据。Autoethnographers 深入反思并理解他们自己的斗争以及探索文化实践和信仰。各种各样的学科都将自我民族志作为一种研究方法。然而，法律教育很少提及自我民族志。这是一个关键时刻。我们有机会提高法律教育研究的质量，特别是在法律教师想要利用创造性、文学技巧和借鉴个人经验的情况下。本文首次全面评估了在法律教育研究中进行自我民族志研究的实用性和缺陷。它使用生活经验叙事，采用第一人称现在时叙事，审查和扩展关于自民族志学者所面临的主要方法论问题的讨论。然而，最重要的是，本文挑战法学教师开展稳健而严谨的自我民族志研究。