A Self-Exploration, through the Lens of Autoethnography, of the Influence of Educator Identity on Andragogical Practices in Culturally Diverse Work-Related Education

Abstract

Using an autoethnographic lens, the researcher self-explored the influence of her identity on andragogy in culturally diverse work-related education. The researcher firstly interrogated the identity-changing events while living in Australia. Secondly, she considered how the changes in her self-perceived identity over her Australian journey, shaped her practice of andragogy in her subsequent Mauritian experience. The findings led to an educator’s framework as a self-help for educators to self-assess the appropriateness of their teaching attitude and behaviour.