Personal Thinking on Auto-Ethnography
Personal Thinking on Auto-Ethnography

Personal Thinking on Auto-Ethnography

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  • Pages: 2 (900 words)
  • Published: October 13, 2021
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As a promising and an intriguing qualitative method, auto-ethnography offers a way of voicing personal experience in order to extend sociological comprehension. The author’s experience of writing an auto-ethnography about dissemination shows that auto-ethnography can be a very challenging task that involves having experience, and developing your process so that your auto-ethnographic writing may be significant in many ways (Laureate Education, 2013). When writing, one ought to deal with acceptability by both formal and informal reviewers. For that case, this article aims to articulate and closely examine on the value and experience of writing an auto-ethnography, the process of developing it, the practicality, and a place where the research findings on auto-ethnography may be distributed.

Value and Experience of Writing an Auto-ethnography

From a wide range of perception, either from postmodern philosophy that involves dominating traditional science, or in many ways of legitimizing various inquiries, auto-ethnography heightens the voice of personal experience to aid sociological comprehension. Having experience in writing auto-ethnography about dissemination paves way in undertaking the most difficult task of your representation, data quality, objectivity, ethics, and legitimacy. However, it’s one of the most challenging qualitative approaches to carry out, very hard


to work through, but once it’s over, can lead to emergence of excellent values expressed through text, the intimate, and the nature of auto-ethnography. In fact, considering the significance of personal stories in sociological work, Hamilton (2008) asserts that it’s through gaining experience that both personal and societal intersections offer a modern vintage framework that aid in making a unique contribution socially. Actually, personal narratives are capable of addressing various theoretical debates concerning contemporary society. Through restructuring and intersections of our experiences, we produce social adjustment and social reproduction.

The Process

As a method, auto-ethnography seeks to combine various features of ethnography and autobiography. When writing my auto-ethnography, I will selectively and retroactively write about my past experiences. Often, I do not live via these experiences solely in seeking to document them, but, assembling them using perception after the fact. I may strive to find interviewers and try to look for information using various scripts like, recordings, and photographs to aid in recalling. As most of the auto-ethnographers write about epiphanies, so do I, in order to remember those moments that were perceived to have impacted existential crises, person’s life that significantly attempted to and analyze the lived familiarity, and those events that bring-out life as quite distinct. Epiphanies are phenomena that are self-claimed, where one considers a transformative experience different from others, and not only does they reveal ways a person could negotiate while faced with complicating situations, but also lingers the memories, feelings, and images that are crucial in illumination a precise event (Atkinson & Robert, 2007). Therefore, as an auto-ethnographer, I should be concerned with how to employ methodological tools and research literature for the purpose of analyzing experience as well as considering ways others may have similarly experienced epiphanies. Besides, there is need to employ personal experience that

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is vital in illustrating facets of cultural experience, as through doing this, I would be making physiognomies of a culture that is the same for both insiders and outsiders.

Efficacy of Auto-ethnographic Writing

Any researcher writing auto-ethnographies aims to convey the evocative and aesthetic thick elaborations of interactive and peculiar involvement that can bring about social change. This is possible through first discerning patterns demonstrated by field notes regarding their cultural experiences, interviews, and then giving a vivid description of these patterns using views of storytelling. As well, others show and tell, while others alters authorial voice (Knowles & Gilbourne, 2010). Hence, auto-ethnography not only explains the individual experience, but also, makes it meaningful and more engaged, especially through accessibility of texts, where one is capable of reaching inclusive audiences who are most of the time disregarded by traditional research. Consequently, auto-ethnography makes individual and communal transformation promising to many people.

Disseminating Auto-ethnographic Research Findings

Through expressing my stories in writings, this provides an outward explanation, where readers and participants perceives experiences in a practical way. And so, innumerable researchers and authors based on distinct context, are capable of identifying related notions that cling to the society, for instance, how one feels for being isolated after being identified to be having any sickness, healthcare conspiracy, and disastrous customs regarding sexual characteristics. In addition, writing this auto-ethnography is vital especially in therapeutic context, as through our experiences and making sense purges our burdens, and poses canonical questions that requires conventional, projective, and authoritative storylines on our ideal social selves in order to endure (Atkinson & Robert, 2007). As witnesses, auto-ethnographers do not just work with others to authenticate how their pain means, but still allows diversification to readers whenever they are indorsed, and giving them the capability of coping or wanting to change their circumstances.


  1. Atkinson, Robert (2007). The life story interview as a bridge in narrative inquiry. In D. Jean Clandinin (Ed.), Handbook of narrative inquiry (pp.224-245). Thousand Oaks, CA: Sage.
  2. Hamilton, M. L., Smith, L., & Worthington, K. (2008). Fitting the methodology with the research: An exploration of narrative, self-study and auto-ethnography. Studying Teacher Education, 4(1), 17-28.
  3. Knowles, Z., & Gilbourne, D. (2010). Aspiration, inspiration and illustration: Initiating debate on reflective practice writing. The sport psychologist, 24(4).
  4. Laureate Education (Producer). (2013). Dissemination. Video file. Retrieved from
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