Task-based Autoethnographic Pedagogical Approach: a phenomenological inquiry into online learning of Critical Food Studies courses
Author:
Publisher
Springer Science and Business Media LLC
Subject
Education
Link
https://link.springer.com/content/pdf/10.1007/s12564-022-09809-x.pdf
Reference61 articles.
1. Armstrong, P. (2008). Toward an autoethnographic pedagogy. Whither adult education in the learning paradigm (pp. 43–50).
2. Barr, M. (2019). Autoethnography as pedagogy: Writing the “I” in IR. Qualitative Inquiry, 25(9–10), 1106–1114. https://doi.org/10.1177/1077800418792940
3. Boylorn, R. M., & Orbe, M. P. (Eds.). (2020). Critical autoethnography: Intersecting cultural identities in everyday life. Routledge. https://doi.org/10.4324/9781315431253
4. Brady, J. (2011). Cooking as inquiry: A method to stir up prevailing ways of knowing food, body, and identity. International Journal of Qualitative Methods, 10(4), 321–334. https://doi.org/10.1177/160940691101000402
5. Brocki, J. M., & Wearden, A. J. (2006). A critical evaluation of the use of interpretative phenomenological analysis (IPA) in health psychology. Psychology and Health, 21(1), 87–108. https://doi.org/10.1080/14768320500230185
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