Reference : A Critical Co/Autoethnographic Exploration of Self: Becoming Science Education Resear...
Parts of books : Contribution to collective works
Social & behavioral sciences, psychology : Education & instruction
Educational Sciences
A Critical Co/Autoethnographic Exploration of Self: Becoming Science Education Researchers in Diverse Cultural and Linguistic Landscapes
Park, Jennifer mailto [University of Southern California]
Wilmes, Sara mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
In press
Critical voices in science education research: Narratives of academic journeys
Bazzul, Jesse mailto
Siry, Christina mailto
Sense / Brill
[en] co-autoethnography ; academic career trajectory ; globalization ; identity ; positionality ; intersectionality
[en] In today’s globalized society, linguistic and cultural worlds collide bringing people, cultures, and languages together in diverse ways that can influence a person’s identity and sense of self. Due to the porous boundaries of people’s identities, increased globalization can lead to identity confusion, which can influence how open individuals are to integration (Hermans and Hermans-Konopka 2010). This confusion increases as countries across the world experience what Vertovec (2006) describes as super-diversity, a “world in one city” (Benedictus and Godwin 2005, p. 2). Super-diversity can be described as a dynamic interplay of variables among increasing numbers of new, small and scattered, multiple-origin, transnationally connected, socio-economically differentiated, and legally stratified number of immigrants throughout the world (Vertovec 2007). While some researchers have
claimed that globalization can result in a loss of cultural diversity (Tomlinson 2003), the integration of plurilingual and pluricultural people in diverse contexts can also result in greater awareness of diversity. To understand the impact of globalization on an individual’s identity and sense of self, research can be a powerful tool. In particular, research that critically focuses on examining oneself can reveal new knowledge of the self that may inform one’s research endeavors. In this chapter, we share the process of collaborative autoethnography (co-autoethnography), that we used to individually and collaboratively examine and reflect upon our experiences at the start of our doctoral research paths. We used this critical methodology to help us make sense of our individual and collective experiences in two different multilingual/multicultural research settings – South Korea and
Luxembourg. Specifically, we attempt to tease apart the relationship that exists between language, culture, and self. In addition, building from a discussion of the benefits and challenges of implementing this method, we share what we learned from this narrative process about ourselves, and about how we engaged and continued to engage in science education research. We share our co-autoethnographic process that helped us push the boundaries of our research, and that gave each of us a deeper understanding of our own positionality within our research contexts. We do so with the hopes of encouraging other researchers to undergo such processes in order to further investigate their own self and the position of their selves in their research.
Researchers ; Professionals ; Students ; General public

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