Abstract
This reflective paper explores collaborative autoethnography (CAE) as a research method by analyzing 15 of our CAE English language teaching and applied linguistics studies published from 2015 to the present. Focus is given to tying CAE to its ethnographic roots, including autoethnography and duoethnography. The implications of CAE representing a methodological expansion of ethnographic methods from researching and reporting on the other to researching and representing one’s own authentic experiences are explored. We discuss the “counter-narratives” that CAE spaces facilitate, where minoritized opinions and experiences can be safely shared and (re)affirmed, including how to facilitate transformative experiences in practice. Two implications for CAE practice are shared. The first concerns the need for CAE participants to be conscious of different levels of participation, particularly as life circumstances change, and to flexibly accommodate these. The second concerns how CAEs should represent a process that facilitates growth and transformation rather than a final, published product. We conclude by noting that while CAE may have shortcomings, it represents a promising avenue of exploration for practitioners interested in developing professional practices through reflection and discussion with research collaborators.
Funding source: Japan Society for the Promotion of Science
Award Identifier / Grant number: 22K13177
References
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© 2023 Walter de Gruyter GmbH, Berlin/Boston
Artikel in diesem Heft
- Frontmatter
- Being/becoming better people: personality, morality and language education
- English and ‘personality development’: the hyper-individualization and de-politicization of social mobility in India
- Personality as technology of self: MBTI and English language learning in South Korea
- Becoming/being a care worker: personality in a language training for migrant job seekers in Flanders
- Caring and loving teachers online: personality in the feminized labour of Filipina English Language teachers
- “Looking like a boarding school student”: the construction of unequal personhood in language policy in education
- Discursive formation of personalities: life trajectories of a transnational doctoral student between the UK and China
- The “pedagogy of personality”: becoming better people in the English language teaching and learning space
- Varia
- Collaborative autoethnography in applied linguistics: reflecting on research practice
Artikel in diesem Heft
- Frontmatter
- Being/becoming better people: personality, morality and language education
- English and ‘personality development’: the hyper-individualization and de-politicization of social mobility in India
- Personality as technology of self: MBTI and English language learning in South Korea
- Becoming/being a care worker: personality in a language training for migrant job seekers in Flanders
- Caring and loving teachers online: personality in the feminized labour of Filipina English Language teachers
- “Looking like a boarding school student”: the construction of unequal personhood in language policy in education
- Discursive formation of personalities: life trajectories of a transnational doctoral student between the UK and China
- The “pedagogy of personality”: becoming better people in the English language teaching and learning space
- Varia
- Collaborative autoethnography in applied linguistics: reflecting on research practice