Acceso usuarios
John Lindsay Adamson, Theron Muller
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.
