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Framed Autoethnography and Pedagogic Frailty - A Comparative Analysis of Mediated Concept Maps

Wiley, C and Franklin, J (2017) Framed Autoethnography and Pedagogic Frailty - A Comparative Analysis of Mediated Concept Maps In: Pedagogic Frailty and Resilience in the University. Sense Publishers, Rotterdam, The Netherlands, pp. 17-32. ISBN 978-94-6300-983-6

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Abstract

What are the benefits to the autoethnographic subject of analysing pedagogic frailty? How might he or she continue to make use of the concept maps once they have been formulated? What can different subjects learn from examining one another’s maps? Might such an endeavour enable colleagues to gain an enhanced mutual understanding of their roles, values, and aspirations? More widely, how useful is framed autoethnography as a method for exploring pedagogic frailty? What are its advantages and its limitations? And what are the experiences of the autoethnographers themselves within such a process?

Item Type: Book Section
Subjects : Music
Authors :
NameEmailORCID
Wiley, Cc.wiley@surrey.ac.ukUNSPECIFIED
Franklin, JUNSPECIFIEDUNSPECIFIED
Date : 2017
Identification Number : https://doi.org/10.1007/978-94-6300-983-6_2
Copyright Disclaimer : © 2017 Sense Publishers. All rights reserved.
Depositing User : Symplectic Elements
Date Deposited : 16 May 2017 15:39
Last Modified : 18 May 2017 13:14
URI: http://epubs.surrey.ac.uk/id/eprint/821076

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