Typology of Collaborative Autoethnography

• Published in: Collaborative Autoethnography pp. 37 - 53
• Main Authors: Chang, Heewon, Ngunjiri, Faith Wambura, Hernandez, Kathy-Ann C.
• Format: Book Chapter
• Language: English
• Published: United Kingdom Routledge 2013; Taylor & Francis Group
• Edition: 1
• Subjects: Education; Social research & statistics; Institutional Review Boards; Partial Collaboration; Fu Ll; Performance Autoethnographies; Concurrent Model; CAE; Telecommunication; Autobiographical Data; Youth Activism Environment; Assisted Qualitative Data Analysis Software; Educational Research Courses; Full; QDA; Collaboration Model; Writing Stage; Community AE; Weft QDA; QDA Miner; Wo; Faculty Learning Community; Full Collaboration; Sequential Collaboration; Collective Autoethnography; Face To Face
• ISBN: 9781598745559; 1598745557; 9781598745566; 1598745565
• DOI: 10.4324/9781315432137-3

This chapter provides practical tips to help the people begin and complete a collaborative autoethnography (CAE) project and discusses five steps to undertake CAE. It includes forming a research team; deciding on a research focus for the research team; selecting a collaboration model for the team; defining roles and setting boundaries for each participant; and considering ethical principles for the team. Selecting a destination, planning an itinerary, working out logistics, and obtaining necessary material are all part of an exciting but often anxiety-laden process. Collaborative research teams expect all participating members to contribute their autobiographic information to the common pot of data. The collective data become the database for the teams to analyze and interpret to reach collective conclusions. Design flexibility refers to the possibility that the research focus could be adjusted from the original intent because researchers usually start with a broad topic and allow it to be narrowed and refined as they are informed by their research participants.