A researcher uses tenets of autobiography and ethnography to do and write autoethnography.
The pathology paradigm is simply an outgrowth of cultural ableism and bigotry. Like racism, misogyny, and homophobia, the pathology paradigm is just plain wrong. A good educator should seek to expose students to good information while steering them away from ignorance and bigotry.
I certainly hope not. So a good course on autism should actively and uncompromisingly promote the neurodiversity paradigm, just as a good African-American Studies course is actively and uncompromisingly anti-racist. There are enough out-of-the-closet autistics in academia these days that any college should be able to find one to teach a course on autism.
And given how heavily most hiring processes discriminate against autistics, the autistic academics could certainly use the work.
The tame autistics all have certain traits in common: Temple Grandin and John Elder Robison are probably the best-known of these tame autistics at the time that I write this, but there are many others — in fact, there are a couple of publishing companies, specializing in autism-related books based in the pathology paradigm, that actively seek the work of tame autistic authors.
Autistic though they may be, none of these tame autistics would be equipped to create or teach a curriculum that poses real critical challenges to the pathology paradigm and to the bigotry of the dominant cultural narratives around autism.
Autistic Voices Must Be Central The writings and perspectives of actual autistic persons must be central, not peripheral, to the curriculum. A course in which most of the readings by autistics are by tame autistics is a course that reinforces dominant cultural narratives rather than challenging them.
Autistic voices and narratives that pose critical challenges to this dominant discourse, and to the host of beliefs and practices around autism that are rooted in the pathology paradigm, are systematically marginalized in this literature — excluded, silenced, disingenuously misinterpreted, or condescendingly dismissed.
To find the autistic voices that challenge the assumptions and practices of the dominant paradigm through various combinations of personal testimony and direct critique, one must therefore look outside the well-guarded walls of mainstream academic literature.
Until quite recently, nearly all of the most important work by non-tame autistic authors could only be found on the internet, most often on the blogs created by the authors themselves.
This is still largely the case, although some of these authors are finally beginning to gain footholds on the fringes of academic publishing — primarily in journals devoted to Disability Studies, or through the efforts of small independent publishing houses like Autonomous Press that specifically seek to amplify marginalized voices.
Given this state of affairs, the list of assigned readings for a course on autism based in the neurodiversity paradigm rather than the pathology paradigm must necessarily consist to a large degree of materials drawn from autistic-owned blogs and other sources outside of the realm of conventional academic literature.
The instructor ought to make a point of explaining all of this on the first day of class, and perhaps also articulate it in the syllabus.
The Instructor Must Model the Accommodation of Neurodivergence Most academic settings reflect the ableist and neuronormative values of the dominant culture. Students are expected to conform to the dominant neuronormative conventions of learning and participation, and students whose learning and access needs conflict with those conventions are heavily discriminated against in most educational institutions.
The instructor must openly and explicitly declare the class a zone of freedom from this sort of discrimination and compulsory neuronormativity, and must clearly and consistently demonstrate the creative accommodation of neurodivergence and individual access needs in her conduct of the class.
One cannot convincingly challenge a paradigm of compulsory neuronormativity while remaining complicit in the institutionalized enforcement of that same neuronormativity.
This is merely compliance with the law although many instructors and many institutions resist even doing that much. Thus, any instructor who provides accommodations only when required by the Disability Services department is also implicitly reinforcing and condoning the pathology paradigm.Autoethnography Essay.
For this assignment you have a variety of options.
Central to each of these is to present an analysis of a culture in which you are a member in such a . should be reconstructed to focus on the context rather than the polarities.
He offered the construct of meaning making as the context that would enable "a sophisticated understanding of the relationship between the psychological and the social, between the past and the present, and between emotion and thought" (, p.
15). Original master tapes were not available for Gradually Going Tornado and The Bruford attheheels.com box includes a page colour booklet with an essay by Sid Smith with interviews with the band, producer, engineer and others; plus poster and photo prints.
attheheels.com > SCRIPT SECTION Title: Autoethnography: Journeys of the Self Author: Catherine Russell, Excerpt from: Experimental Ethnography, Duke University Press printer friendly version. Autoethnography: Journeys of the Self. Custom Auto-Ethnography Essay Auto-ethnography refers to a method or form of social research that serves the purpose of exploring personal experiences of the researcher.
It connects this autobiographical story to social, political, and cultural meanings and understandings. A bibliography of walking related publications.
Please use the ‘comments’ form at the bottom of the page to contribute. Links to related bibliographies.