A Critical Co/Autoethnographic Exploration of Self: Becoming Science Education Researchers in Diverse Cultural and Linguistic Landscapes
This chapter illustrates the process of collaborative autoethnography (co-autoethnography) we used to construct space, in order to critically explore ourselves, and the contexts we study. Through a co-autoethnographic process, we aimed to better understand our positioning in our lived experiences and to generate an understanding of how reflective critical research approaches could transform us, as well as the communities in which we were immersed. In this chapter, we share the process of our collective analysis of autoethnographic narratives (Coia L, Taylor M, Co/autoethnography: Exploring our teaching selves collaboratively. In L. Fitzgerald, M. Heston, D. Tidwell (Eds.), Research methods for the self-study of practice (pp. 3–16). Netherlands: Springer, 2009), which stemmed from our experiences living and conducting education research in multilingual and multicultural contexts. Our ethnographic method of data collection, analysis, and interpretation was generated from our journeys as researchers – moving to, living, and conducting research in culturally and linguistically diverse (CLD) environments. We share this process, and some lessons we learned, with the hope that other researchers may find co-autoethnography a cathartic methodology to explore and challenge their own perspectives relative to cultural and linguistic diversity in their lives and in their research.
KeywordsCollaborative autoethnography Multicultural Multilingual Culturally and linguistically diverse Positionality Early career Newcomer
- Benedictus, L., & Godwin, M. (2005 January 21). Every race, colour, nation, and religion on earth, The Guardian. Retrieved from https://www.theguardian.com/uk/2005/jan/21/britishidentity1.
- Deming, B. (n.d.). BrainyQuote.com. Retrieved June 1, 2017, from BrainyQuote.com Web site: https://www.brainyquote.com/quotes/quotes/b/barbaradem325862.html.
- Ellis, C., & Bochner, A. P. (2000). Autoethnography, personal narrative, reflexivity: Researcher as subject. In N. K. Denzin & Y. S. Lincoln (Eds.), The handbook of qualitative research (2nd ed., pp. 733–768). Newbury Park: Sage.Google Scholar
- Ellis, C., Adams, T. E., & Bochner, A. P. (2011). Autoethnography: An overview. Historical Social Research/Historische Sozialforschung, 36, 273–290.Google Scholar
- Erickson, F. (1986). Qualitative methods in research on teaching. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 119–161). New York: Macmillian.Google Scholar
- Glesne, C., & Peshkin, A. (1992). Becoming qualitative researchers: An introduction. New York: Longman.Google Scholar
- Harré, R., & Langenhove, L. V. (1991). Varieties of positioning. Journal for the Theory of Social Behaviour, 21(4), 393–407. https://doi.org/10.1111/j.1468-5914.1991.tb00203.x.CrossRefGoogle Scholar
- Martin, S., Wassell, B., & Scantlebury, K. (2013). Frameworks for examining the intersections of race, ethnicity, class and gender: An analysis of research on English language learners in K-12 science education. In J. A. Bianchini, V. A. Akerson, A. Calabrese Barton, O. Lee, & A. J. Rodriguez (Eds.), Moving the equity agenda forward: Equity research, practice, and policy in science education (pp. 81–98). Dordrecht: Springer.CrossRefGoogle Scholar
- Tomlinson, J. (2003). Globalization and cultural identity. The global transformations reader, 2, 269–277.Google Scholar
- Vertovec, S. (2006). The emergence of super-diversity in Britain. ESRC Centre on Migration, Policy, and Society. Working paper No. 25 University of Oxford, 1–44.Google Scholar