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Autoethnography as/in higher education

Pithouse-Morgan, Kathleen; Pillay, Daisy; Naicker, Inbanathan


Daisy Pillay

Inbanathan Naicker


Tony E. Adams

Stacy Holman Jones

Carolyn Ellis


We explore autoethnography as a complex and potentially transformative methodology for understanding and enacting higher education. First, we position higher education in the context of global corporate managerialism and consider the possible effects of this on lived educational experiences and practices. In what follows, we each offer an account of how our individual learning about autoethnography as/in higher education has evolved concerning particular research interests: learning and teaching (Kathleen), academic identities (Daisy), academic leadership (Inbanathan). We argue that creating and teaching autoethnography can open spaces to experience higher education as a social, ethical, and collective endeavor. Autoethnography illuminates the relational, often unseen, complex nature of higher education—portraying participation that calls for care, connectedness, and sensitivity. In thinking and working autoethnographically, we choose to understand the academic self and vocation as personal, social, emotional, embodied, and mindful.


Pithouse-Morgan, K., Pillay, D., & Naicker, I. (2021). Autoethnography as/in higher education. In T. E. Adams, S. Holman Jones, & C. Ellis (Eds.), Handbook of Autoethnography (215-227). (Second edition). Routledge.

Online Publication Date Jul 22, 2021
Publication Date Jul 22, 2021
Deposit Date Sep 21, 2022
Publicly Available Date Jan 23, 2023
Publisher Routledge
Pages 215-227
Edition Second edition
Book Title Handbook of Autoethnography
Chapter Number 15
ISBN 9781138363120
Keywords autoethnography; higher education
Public URL
Publisher URL
Additional Information This is an Accepted Manuscript of a book chapter published by Routledge/CRC Press in Handbook of Autoethnography on 22 July 2021, available online:


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