ABSTRACT

To transform traditional postgraduate psychotherapeutic training programmes, we need educational strategies which acknowledge every clinical interaction as culturally situated. Autoethnography is put forward as a method of research-based self-study which can enable students to foster an awareness of the social unconscious. This approach can aid students bridge the gap between social order and the individual psyche, allowing the conceptualisation of collective aspects of individual subjectivity. An example of educator autoethnography – which explores accent as an embodied expression of both personal and sociocultural identity – is offered as illustration of the potential application of this strategy to the classroom.

摘要

为了改变传统的研究生心理治疗培训计划，我们需要教育策略承认每一次临床互动都具有文化背景。自我民族志被提出作为一种基于研究的自学方法，可以使学生培养对社会无意识的认识。这种方法可以帮助学生弥合社会秩序与个人心理之间的鸿沟，从而允许对个人主观性的集体方面进行概念化。教育者自我民族志的一个例子——探索口音作为个人和社会文化身份的体现——被提供来说明这种策略在课堂上的潜在应用。