Creating space for autoethnography and auto/biography within and beyond the academy

In this chapter, post-graduate BSc (Hons) sociology graduate Daniela Chivers and I (Julie Parsons) outline the ways auto/biography (A/B) has been incorporated into the sociology curriculum at the University of Plymouth and consider its applicability outside of academic spaces. Following the use of A/B in my doctoral thesis, I have sought to promote A/B in my teaching and post graduate supervision. Indeed, I advocate for the use of A/B in research and work as a director of studies for several post-graduate research students who incorporate this approach. I consider A/B vital for understanding the ‘sociological imagination’ and see it as a useful means of exploring the links between biography and history. Moreover, I support Letherby et al.‘s concept of theorised subjectivity which emphasises the importance of the positionality of the researcher, to enhance and enrich the epistemological process. How might we understand others if we don’t understand ourselves? How might we judge the rigour of our research if we are not clear about our own standpoint? Since 2016, I have therefore incorporated the use of A/B in assessments for undergraduate sociology modules across all stages of the curriculum. Here, we make use of some of Daniela’s academic coursework across the three years, to discuss and reflect upon the importance of making space in the curriculum for A/B. We also suggest a greater awareness of the self beyond academia is needed. As a student, Daniela worked as a volunteer for LandWorks, a prisoner resettlement charity. She has since become employed as the project coordinator. We therefore discuss the significance of A/B and self-reflection beyond the curriculum. Noting its relevance in the workplace and applicability beyond academic spaces.