Mengkritik Diri Sendiri: Sebuah Auto-Etnografi dari Pengalaman Penelitian

Abstract

This article is the story of the struggle itself in the process of direct participation with special education practices for deaf children. My experience across identities is hoped to give those who care about the education of Deaf children a new understanding of commonly accepted ways of thinking regarding teaching practice. An autoethnography that aims to document the struggle and self-critical journey in the teaching practice process. This research uses autoethnography as a methodological tool in revealing my own story and atomizing myself as a 'me' culture. As a focus of research, my experience as a teacher working for deaf children is contextualized. In this research, I am the data as well as the research instrument. This autoethnography explores my own story to highlight how the classroom experiences of Deaf children are constructed discursively at the intersection of repeated interpretation, understanding, condemnation, and evaluation of teaching practice. For this, I collect data from my diary, and class observation notes in the process of exploring contextual data and memory is also an important part of the analysis process. My story conveys the message that we must understand teaching practice is a discursive product. The process that shows complexity in the subjective way a teacher works with Deaf children intersects with dominant knowledge/power.