Using Vignettes Within Autoethnography to Explore Layers of Cross-Cultural Awareness as a Teacher


  • Jayne Pitard Victoria University



autoethnography, phenomenology, vignette, structured vignette analysis, reflexivity, cultural understanding


With this article I aim to progress the use of vignettes within autoethnography by explaining the conceptual framework for my structured vignette analysis. In researching my role as a teacher of a group of Timor-Leste vocational education professionals I have undertaken a phenomenological study using autoethnography to highlight the existential shifts in my cultural understanding. I use vignettes to place myself within the social context, to explore my positionality as a researcher and to carefully self-monitor the impact of my biases, beliefs and personal experiences on the teacher-student relationship. To assist my analysis I developed a structured method for analysing each vignette to reveal layers of awareness that might otherwise remain experienced but concealed. In my analysis I describe the context, the experience told as a personal story, the emotional impact on me of this experience and my reflexivity to the described experience. I identify strategies I developed resulting from the impact the experience had on my interactions with my students. This structured vignette analysis reinforces the necessity of all these research elements within autoethnographic writing. I provide an example to highlight the usefulness of this method.



Download data is not yet available.

Author Biography

Jayne Pitard, Victoria University

Jayne PITARD is currently a PhD candidate in education at Victoria University, Melbourne, Australia. She is completing a thesis focused on her teaching of a group of students from Timor- Leste. She has held various teaching and research positions within Victoria University for the last 27 years.




How to Cite

Pitard, J. (2015). Using Vignettes Within Autoethnography to Explore Layers of Cross-Cultural Awareness as a Teacher. Forum Qualitative Sozialforschung Forum: Qualitative Social Research, 17(1).



Single Contributions