Restorying Ourselves as Transcultural Teacher Educators: Collaborative Autoethnography as a Site of Transformation

• In Event: AERA Roundtable Session Thursday 4:15 pm - Gold 2
  In Roundtable Session: Self-Studies of Critical Transformations in Teacher Education

Abstract

This paper draws on collaborative autoethnography (CAE) to explore how three transcultural doctoral students from Korea and China restoried themselves as teacher educators in the U.S. Rather than using CAE solely as a mode of reflection, we engage it as a relational and transformative space—where writing, listening, and dialogic analysis became acts of reimagining ourselves across cultural and institutional borders. Framed by transcultural and poststructural theories of identity, our inquiry surfaces how CAE disrupted deficit-oriented framings and created possibilities for becoming otherwise. Situated within the tradition of self-study, this work illustrates how CAE can function as a dynamic methodology of becoming for teacher educators navigating difference, uncertainty, and precarity in their pedagogical lives.

Authors

• Seunghoon Han, University of Northern Iowa

• Chen Su, Penn State University

• Yue Qi, Pennsylvania State University