Autoethnography reveals the connection between ecosomatic experiences and personal development, suggesting that different contexts enrich education.
This autoethnographic article explores the intricate relationship between ecosomatic experiences and academic pathways, illustrating how embodied and place-based spirituality informs research inquiries and personal development. Using the concept of ‘meta-ecologies’ – the interwoven ecological and cultural conditions that shape individuals – I reflect on how my experiences across varied environments have influenced my scholarly journey. Introducing the term ‘eco-body-story’, I highlight the role of the researcher’s subjectivity and emphasize how the relationship to place and body shapes a sense of belonging, personal well-being and research practice. The research is grounded in over a decade of autobiographical reflections, analysed through a symbiotic autoethnographic methodology and hermeneutic phenomenology. By outlining my own eco-body-story, I demonstrate the inseparability of practice and research, proposing that recognizing more-than-human influences can enrich both personal and academic growth. Ultimately, I suggest that an ecosomatic approach can bridge rational and spiritual ways of knowing, enriching research and foster a more inclusive academic environment by embracing diverse perspectives shaped by diverse contexts.
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Ester Eriksson (2024) studied this question.