Autoethnography and Advising in the Time of Corona
We live in extraordinary times. As the SARS 2 COVID-19 novel coronavirus pandemic sweeps the globe, higher education is experiencing unprecedented disruption, dislocation, and distancing. In response, the Journal of Academic Advising (JAA) invites submissions for the creation of two distinct scholarly products.
First, JAA invites article-length submissions for a special issue using forms of ethnography we find particularly germane to the current moment: virtual-, auto-, and collaborative autoethnography. These ethnographic methods provide valuable lenses for critical and theoretical analyses of higher education and academic advising in this time of crisis. McGill, Duslak, and Puroway (2019) explored collaborative autoethnography (CAE) in Issue 2 of JAA, and quoted Chang (Chang et al, p. 18, 2016) as saying CAE “enables researchers to use data from their own life stories as situated in sociocultural contexts in order to gain an understanding of society through the unique lens of self”. We endeavor to extend our lived experiences into scholarship that engages with ways of knowing, knowledge dissemination, concepts of dislocation and social distancing, integrations of technology in moments of cultural trauma, and the effect(s) of the pandemic on institutions and units. We encourage multiple perspectives on advising in the time of COVID-19, including professional advisors, advising administrators, faculty advisors, and peer advisors.