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3.1.4: Au<strong>to</strong>/biographyAu<strong>to</strong>biography can be said, then, <strong>to</strong> describe ‘what’ happened. West’s work (2004; West &Carlson, 2007) suggests that analys<strong>is</strong> of these narratives can, if appropriately constructed, lead <strong>to</strong>potential accounts of ‘the causes <strong>and</strong> motives’ of what happened or the meaning that underpins,surrounds or influences what happened. West might say, the ‘why’ of a phenomenon. “…au<strong>to</strong>biography, far from being the enemy of insight <strong>and</strong> profound knowledge, <strong>is</strong> a powerful <strong>and</strong>natural resource <strong>to</strong> be used <strong>to</strong> underst<strong>and</strong> others’ life h<strong>is</strong><strong>to</strong>ries; <strong>and</strong> that empathy <strong>and</strong> relatednessare essential <strong>to</strong> telling s<strong>to</strong>ries.” (West, 2004 p. 19) Central <strong>to</strong> th<strong>is</strong> analys<strong>is</strong> <strong>is</strong> the activeparticipation of the putative knower in the act of meaning-making. “<strong>It</strong> <strong>is</strong> also about seeing ourown lives as potential sources of experience <strong>to</strong> help us more fully underst<strong>and</strong> the other just astheir lives may help us better underst<strong>and</strong> our own” (West & Carlson, 2007 p. 38).Au<strong>to</strong>/biographic approaches <strong>take</strong> th<strong>is</strong> method <strong>to</strong> another level because participants areencouraged <strong>to</strong> reflect on their life h<strong>is</strong><strong>to</strong>ries in order <strong>to</strong> make explicit their motivations <strong>and</strong>inspirations (West, 2004), <strong>and</strong> the fac<strong>to</strong>rs that empower or constrain them in their professionallives (Day et al., 2006; Day et al., 2007). “Th<strong>is</strong> perspective concentrates not on a system ofstructures <strong>and</strong> institutions which are presumed <strong>to</strong> ex<strong>is</strong>t independent of the people who inhabitthem, but on the symbolic processes <strong>by</strong> which human beings create, sustain, <strong>and</strong> reproduce theirlife worlds” (Goodson <strong>and</strong> Mangan, 1991 p. 9).“Au<strong>to</strong>/biography’ draws attention <strong>to</strong> the inter-relationship between construction of one’sown life through au<strong>to</strong>biography <strong>and</strong> the construction of the life of another throughbiography.” (West <strong>and</strong> Carlson, 2007 p. 41)<strong>It</strong> <strong>is</strong> th<strong>is</strong> reflexivity that d<strong>is</strong>tingu<strong>is</strong>hes au<strong>to</strong>/biography from au<strong>to</strong>biography, hence the insertion ofthe "/" or slash. In the French language t<strong>here</strong> <strong>is</strong> a sub-category of 'doing' words known asreflexive verbs. These are further defined as verbs that 'reflect the action back on<strong>to</strong> the subject'153Simon Hughes Ph.D. Thes<strong>is</strong> (Oc<strong>to</strong>ber 2012)

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