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[https://doi.org/10.4148/0146-9282.2184](https://doi.org/10.4148/0146-9282.2184)  \nThis Article is brought to you for free and open access by New Prairie Press. It has been accepted for inclusion in Educational Considerations by an authorized administrator of New Prairie Press. For more information, [please contact](please contact cads@k-state.edu)[ cads@k-state.edu](please contact cads@k-state.edu).  \nGoodson: Revealing Our Superpowers  \nRevealing Our Superpowers: An Autoethnography on  \nChildhood Abuse and How It Shapes Educators  \nLori Goodson  \nStarting Point  \nAs a college professor, I have a few letters after my name—certainly nothing outstanding from  \nmy colleagues. A friend joked (awkwardly) that the letters were impressive: PhD, NBCT  \n(National Board Certified Teacher), etc. He then asked me to refrain from using the auto  \nsignature on my emails to him. Obviously, he was finished being impressed. That being said,  \nthere’s another set of letters that are equally apart of me, yet I have been reluctant to share with  \nanyone, except for a very limited number of close friends and my spouse.  \nPTSD.  \nPost-traumatic Stress Disorder. That’s very much apart of who Iam.  \nAnd there are times when it feels like that’s ALL I am. There is more to me than that, of course,  \nbut there are days when the PTSD blankets everything, clouding any personal relationships or  \nprofessional accomplishments. My version of PTSD slips into self-doubt and a deep belief that Iam not deserving of anything of value in my life—loving husband, amazing daughters, and a host  \nof caring and inspiring friends and colleagues and, of course, my college students.  \n*****  \nIt was with a great deal of hesitation that I even began this project. With nearly a quarter of a  \ncentury in newspaper writing and editing, I remember one of the first lessons I learned was a  \nreporter keeps himself or herself out of the news; it’s about the story, not about you. That  \nphilosophy was engrained in me, from the time I was a 17 year old stepping into an old-school,  \nmale-dominated professional newspaper office for my first day on the job as an office girl who  \ndesperately longed to become a reporter. Serious news articles have no room for the first-person  \nI. First person belongs in either a column or a diary, and only for light, personal reading and not  \nvalued at anywhere near the esteemed level of news articles.  \nMore than a few years have passed, yet in my current career as an education assistant professor  \nat a university, I find the first-person rule seems to generally apply to most of my professional  \nwriting. Thus, I have been apprehensive to write in first person and to share my own experiences  \nas an educator. While I fully realize the importance of the sharing of other educators’ stories, I  \ncould not see any research value in documenting such stories, especially my own. They were,  \nafter all, simply stories with no “news” value.  \nHowever, autoethnography—a research and writing approach making use of personal experience  \nto provide greater understanding of cultural experience (Ellis, Adams, Bochner, 2010)—has  \nbecome a more widely respected form of qualitative research (Dyson, 2007; O’Connors, 2011) .  \nThis approach provides an opportunity for researchers to make use of what can be a rich history  \nof experience, especially in regard to classroom teaching and seems to lend itself well to this  \nsitua","cbCaiiqt5eJAuUdm","https://ap.wps.com/l/cbCaiiqt5eJAuUdm","pdf",357992,"English","# Starting Point\n# Autoethnography As Qualitative Research","[{\"question\":\"Why does the author hesitate to write in first person?\",\"answer\":\"The author describes professional writing norms learned from journalism, where first-person is discouraged in serious news work. In her current academic role, she remains apprehensive about sharing personal experiences as an educator.\"},{\"question\":\"What is autoethnography in the context of this article?\",\"answer\":\"Autoethnography is presented as a qualitative research approach that combines personal experience with cultural understanding, linking biography and self-analysis to generate meaningful qualitative insights.\"},{\"question\":\"How does childhood trauma affect teaching practice according to the author?\",\"answer\":\"The author argues that lived trauma can come to the surface in educators’ educational approaches, shaping teaching philosophy and methods knowingly or unknowingly, and influencing how educators relate to students.\"}]","Revealing Our Superpowers: An Autoethnography on Childhood Abuse and How It Shapes Educators | PDF",1792094945,23]