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Navigating the Storm: A Duo-Autoethnography on Resisting Shipwreck in Times of Educational Change

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Title: Navigating the Storm: A Duo-Autoethnography on Resisting Shipwreck in Times of Educational Change
Language: English
Authors: Gustavo González-Calvo (ORCID 0000-0002-4637-0168), Marta Arias-Carballal (ORCID 0009-0001-6300-7088)
Source: European Journal of Education. 2025 60(4).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 12
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Descriptors: Educational Change, Alienation, Teachers, Psychological Patterns, Professional Identity, Teaching Experience
DOI: 10.1111/ejed.70371
ISSN: 0141-8211
1465-3435
Abstract: This study examines the emotional and professional challenges educators face in an era of increasing bureaucratic demands, technological acceleration, and evolving educational landscapes. Using duo-autoethnography, the researchers engaged in reflective walking conversations, enabling a dialogic and introspective exploration of their lived experiences as teachers. Grounded in Rosa's theory of social acceleration, the study identifies four dimensions of alienation: from actions, time, space, and self. These forms of alienation disrupt educators' vocational passion and professional identity, leading to emotional exhaustion and detachment from their pedagogical mission. The findings highlight the urgent need for systemic reforms that reduce administrative burdens, enhance teacher autonomy, and prioritise relational dynamics within educational communities. By fostering trust, meaningful connections, and reflective practices, educational institutions can sustain teachers' commitment to the transformative potential of education. This research contributes a novel methodological and theoretical lens for understanding the complexities of teacher identity and well-being in contemporary education.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1490271
Database: ERIC
FullText Text:
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  Data: Navigating the Storm: A Duo-Autoethnography on Resisting Shipwreck in Times of Educational Change
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  Data: <searchLink fieldCode="AR" term="%22Gustavo+González-Calvo%22">Gustavo González-Calvo</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4637-0168">0000-0002-4637-0168</externalLink>)<br /><searchLink fieldCode="AR" term="%22Marta+Arias-Carballal%22">Marta Arias-Carballal</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0001-6300-7088">0009-0001-6300-7088</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Education%22"><i>European Journal of Education</i></searchLink>. 2025 60(4).
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Educational+Change%22">Educational Change</searchLink><br /><searchLink fieldCode="DE" term="%22Alienation%22">Alienation</searchLink><br /><searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+Patterns%22">Psychological Patterns</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Identity%22">Professional Identity</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Experience%22">Teaching Experience</searchLink>
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  Data: 10.1111/ejed.70371
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  Data: This study examines the emotional and professional challenges educators face in an era of increasing bureaucratic demands, technological acceleration, and evolving educational landscapes. Using duo-autoethnography, the researchers engaged in reflective walking conversations, enabling a dialogic and introspective exploration of their lived experiences as teachers. Grounded in Rosa's theory of social acceleration, the study identifies four dimensions of alienation: from actions, time, space, and self. These forms of alienation disrupt educators' vocational passion and professional identity, leading to emotional exhaustion and detachment from their pedagogical mission. The findings highlight the urgent need for systemic reforms that reduce administrative burdens, enhance teacher autonomy, and prioritise relational dynamics within educational communities. By fostering trust, meaningful connections, and reflective practices, educational institutions can sustain teachers' commitment to the transformative potential of education. This research contributes a novel methodological and theoretical lens for understanding the complexities of teacher identity and well-being in contemporary education.
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