The transformative power of practitioner inquiry: collaborative autoethnography, norm critique and research circles in Swedish education.
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| Title: | The transformative power of practitioner inquiry: collaborative autoethnography, norm critique and research circles in Swedish education. |
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| Authors: | Lozic, Vanja1 (AUTHOR) vanja.lozic@mau.se |
| Source: | Critical Studies in Education. May2026, Vol. 67 Issue 2, p187-204. 18p. |
| Subject Terms: | *Transformative learning, *Teacher researchers, *Educational equalization, *Educators, *Critical pedagogy, Autoethnography, Social change |
| People: | Freire, Paulo, 1921-1997 |
| Abstract: | This article builds on the social justice and critical and emancipatory dimensions of practitioner inquiry in education. The aim is to demonstrate the potential and challenges of collaborative autoethnography for institutional change, transformative learning and norm critique. Taking Jack Mezirow's and Paulo Freire's theoretical framework as a starting point, I analyse four autoethnographic cases conducted by Swedish teachers. I demonstrate the ways in which autoethnography may help teachers realise their own silence and unresponsiveness regarding oppression related to ethnicity, gender, professional role and generational hierarchies in preschools and schools. The collaborative autoethnography also instigates teachers' realisation of space-time dynamics and other institutionalised constraints and their constitutive power over practices, feelings, understandings and social relations. The transformative learning that has emerged from collaborative autoethnography has led us to recognise the necessity and challenges of conducting empirical analysis, engaging in self-reflection and dialogue, and transforming institutionalised and personal practices and norms. While bringing about institutional change has been challenging, individual and relational transformation has been more achievable. I argue that top-down initiated practitioner inquiry with colleagues and superiors at one's workplace may be more challenging, and I also argue for the benefits of engaging in practitioner inquiry with people outside one's own organisation. [ABSTRACT FROM AUTHOR] |
| Copyright of Critical Studies in Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 193123374 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: The transformative power of practitioner inquiry: collaborative autoethnography, norm critique and research circles in Swedish education. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Lozic%2C+Vanja%22">Lozic, Vanja</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> vanja.lozic@mau.se</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Critical+Studies+in+Education%22">Critical Studies in Education</searchLink>. May2026, Vol. 67 Issue 2, p187-204. 18p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Transformative+learning%22">Transformative learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+researchers%22">Teacher researchers</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+equalization%22">Educational equalization</searchLink><br />*<searchLink fieldCode="DE" term="%22Educators%22">Educators</searchLink><br />*<searchLink fieldCode="DE" term="%22Critical+pedagogy%22">Critical pedagogy</searchLink><br /><searchLink fieldCode="DE" term="%22Autoethnography%22">Autoethnography</searchLink><br /><searchLink fieldCode="DE" term="%22Social+change%22">Social change</searchLink> – Name: SubjectPerson Label: People Group: Su Data: <searchLink fieldCode="PE" term="%22Freire%2C+Paulo%2C+1921-1997%22">Freire, Paulo, 1921-1997</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This article builds on the social justice and critical and emancipatory dimensions of practitioner inquiry in education. The aim is to demonstrate the potential and challenges of collaborative autoethnography for institutional change, transformative learning and norm critique. Taking Jack Mezirow's and Paulo Freire's theoretical framework as a starting point, I analyse four autoethnographic cases conducted by Swedish teachers. I demonstrate the ways in which autoethnography may help teachers realise their own silence and unresponsiveness regarding oppression related to ethnicity, gender, professional role and generational hierarchies in preschools and schools. The collaborative autoethnography also instigates teachers' realisation of space-time dynamics and other institutionalised constraints and their constitutive power over practices, feelings, understandings and social relations. The transformative learning that has emerged from collaborative autoethnography has led us to recognise the necessity and challenges of conducting empirical analysis, engaging in self-reflection and dialogue, and transforming institutionalised and personal practices and norms. While bringing about institutional change has been challenging, individual and relational transformation has been more achievable. I argue that top-down initiated practitioner inquiry with colleagues and superiors at one's workplace may be more challenging, and I also argue for the benefits of engaging in practitioner inquiry with people outside one's own organisation. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Critical Studies in Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=193123374 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/17508487.2024.2400691 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 18 StartPage: 187 Subjects: – SubjectFull: Transformative learning Type: general – SubjectFull: Teacher researchers Type: general – SubjectFull: Educational equalization Type: general – SubjectFull: Educators Type: general – SubjectFull: Critical pedagogy Type: general – SubjectFull: Autoethnography Type: general – SubjectFull: Social change Type: general – SubjectFull: Freire, Paulo, 1921-1997 Type: general Titles: – TitleFull: The transformative power of practitioner inquiry: collaborative autoethnography, norm critique and research circles in Swedish education. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Lozic, Vanja IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 05 Text: May2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 17508487 Numbering: – Type: volume Value: 67 – Type: issue Value: 2 Titles: – TitleFull: Critical Studies in Education Type: main |
| ResultId | 1 |
