{"title":"“It’s a Boy”","authors":"Angela Matthews, Adam Wiesner","doi":"10.1525/joae.2023.4.3.330","DOIUrl":"https://doi.org/10.1525/joae.2023.4.3.330","url":null,"abstract":"This collaborative narrative examines the personal experiences of children coming out to their parents as transgender. One author uses autoethnography to share her experience from a parent’s perspective, and one author utilizes fiction to relay his experience from the child’s perspective. This collaboration revealed that not all parents react negatively, and even those who may respond negatively when they first learn of their child’s gender identity may grow to understand and accept them over time; empathy toward the other will help both sides in these difficult contexts. In addition to the therapeutic benefits of writing, writing as a tool offers children a helpful conduit for approaching these difficult discussions; and fiction writing, in particular, can offer children the distance to help them feel safe in approaching a sensitive subject and allow them the freedom to imagine positive futures living as their authentic selves.","PeriodicalId":170180,"journal":{"name":"Journal of Autoethnography","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122136966","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Review: Autoethnography as Feminist Method: Sensitising the Feminist “I”, by Elizabeth Ettorre","authors":"A. Threlkeld","doi":"10.1525/joae.2023.4.3.432","DOIUrl":"https://doi.org/10.1525/joae.2023.4.3.432","url":null,"abstract":"","PeriodicalId":170180,"journal":{"name":"Journal of Autoethnography","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129725450","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"The Use of Kierkegaard as a Stimulus for Autoethnographical Journal Writing","authors":"H. Woodley","doi":"10.1525/joae.2022.3.4.459","DOIUrl":"https://doi.org/10.1525/joae.2022.3.4.459","url":null,"abstract":"Kierkegaard wrote extensively, often focusing on his own struggles aligning his Christian faith with the organized structures of the church he was familiar with. His belief was that each individual was responsible for understanding and giving meaning to their own life as opposed to subscribing to a collective position held by the wider society or a faith group. He showed awareness of the impact of more widely held views on those of the individual who found themselves outside of societal norms. Kierkegaard explored his own thoughts and responses to the world around him through the act of journaling. This focus on a unique individual understanding of the world explored through personal writing appears to complement the broader methodological approach of autoethnography. Looking at a brief overview of four fundamental themes of Kierkegaard’s personal writing drawn from Kierkegaard’s journals, parallels are drawn with autoethnographical written pieces. Suggestions are made for how Kierkegaard’s approach to his own personal writing could be of use to autoethnographers, specifically those who use journaling as a process for writing.","PeriodicalId":170180,"journal":{"name":"Journal of Autoethnography","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116493016","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"A Yonsei’s\u0000 Heritage Language Learning Journey","authors":"Kenneth Tanemura","doi":"10.1525/joae.2021.2.4.466","DOIUrl":"https://doi.org/10.1525/joae.2021.2.4.466","url":null,"abstract":"This autoethnography chronicles my journey of learning Japanese as a heritage language (HL). Scholarship on Japanese HL learning has explored the challenges of HL learning for Japanese and Japanese Americans (JAs); however, little research was conducted on late-generation (third, fourth) JA learners, and particularly on “receptive learners.” 2 This autoethnography addresses these gaps by answering the question: what external (historical, societal) or internal (ethnic identity) factors influenced the loss or motivation to relearn my HL in the autoethnographer, a late-generation JA? Data were collected from my literacy narrative and pedagogical artifacts (e.g., journals, quizzes and assignments, etc.) from the Japanese as a Foreign Language (JFL) courses I took, and analyzed thematically for influential factors and motivation patterns. Findings reveal that (1) racism and internment (as the historical and societal factors) and shame and the aspiration to reconnect with the heritage culture (as the internal factors) influenced my longitudinal course of learning Japanese; and (2) what motivated a late-generation JA to study my HL is not for professional reasons, as claimed in previous research, but to heal from a conflicted legacy and the desire to communicate orally with members of the heritage culture. However, my effort to realize these goals was thwarted by the curricular design of the JFL courses, which focused primarily on orthographic practices and insufficiently on oral proficiency, raising legitimate questions about the pedagogical appropriateness of JFL courses for HL learners.","PeriodicalId":170180,"journal":{"name":"Journal of Autoethnography","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129351806","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}