Canadian Journal for New Scholars in Education (Dec 2014)
Informing Education Research and the Praxis of Leadership through the use of Autoethnography and Phenomenology
Abstract
For the purpose of this paper, I outline how phenomenology and autoethnography can be used to inform educational research and the praxis and educational leadership. I orient the reader by establishing the parameters for what is intended here in the use of the terms educational research and the praxis of educational leadership. Additionally, I offer explanations of both autoethnography and phenomenology, their value in educational research and specifically, their value in studying educational leadership.
