Pedagogic FrailtyDr Christopher Wiley and Jo Franklin (Guildford School of Acting) have co-authored a chapter published in the book Pedagogic Frailty and Resilience in the University, edited by Ian M. Kinchin and Naomi E. Winstone.

Their essay, ‘Framed Autoethnography and Pedagogic Frailty: A Comparative Analysis of Mediated Concept Maps’, extends two research projects on which the authors have previously worked, including Dr Wiley’s co-authored autoethnographic study of pedagogic frailty in arts and humanities education.

Adopting a ‘reciprocal autoethnography’ approach to operate independently of the original interviewer in order comparatively to analyse the concept maps that resulted from earlier research, they considered the benefits of pedagogic frailty to the development of greater mutual understanding between different staff members by way of nurturing resilience.

Bibliographic citation 

Wiley, Christopher and Jo Franklin. ‘Framed Autoethnography and Pedagogic Frailty: A Comparative Analysis of Mediated Concept Maps’, in Ian M. Kinchin and Naomi E. Winstone eds. Pedagogic Frailty and Resilience in the University. Rotterdam: Sense, 2017, pp. 17–32.

Further information 

Listing of the volume on the publisher’s website: https://www.sensepublishers.com/catalogs/bookseries/other-books/pedagogic-frailty-and-resilience-in-the-university/