Autoethnography as a Pedagogical Tool for Developing Culturally Situated Psychotherapeutic Practice

Abstract

To transform traditional postgraduate psychotherapeutic training programmes, we need educational strategies which acknowledge every clinical interaction as culturally situated. Autoethnography is put forward as a method of research-based self-study which can enable students to foster an awareness of the social unconscious. This approach can aid students bridge the gap between social order and the individual psyche, allowing the conceptualisation of collective aspects of individual subjectivity. An example of educator autoethnography – which explores accent as an embodied expression of both personal and sociocultural identity – is offered as illustration of the potential application of this strategy to the classroom.

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