Collaborative Autoethnographic Writing

• Published in: Collaborative Autoethnography pp. 115 - 135
• 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; Collaborative Writing; Fu Ll; Professional Development; CAE; Youth Activism Environment; Collaborative Writing Process; Autoethnographic Work; Educational Research Courses; Assisted Qualitative Data Analysis Software; Journal Article; Persistent Challenges; Social Science Research; Autoethnography Writing; Doctoral Journey; Follow; Weft QDA; QDA Miner; Faculty Learning Community; Pre-writing Phase; Reactive Writing; Solitary Exercise; Thesis Writing Groups; Real Time Sharing; Face To Face
• ISBN: 9781598745559; 1598745557; 9781598745566; 1598745565
• DOI: 10.4324/9781315432137-7

This chapter summarizes the uses and benefits of collaborative autoethnography (CAE) as research methodology. It begins with CAE as it is used in the classroom and then demonstrates its use as activism research, in empowering co-researchers, and for professional development. Collaborative autoethnographic methods can be employed in the classroom for teaching qualitative research and design, where students are involved in collecting, analyzing, and interpreting autobiographical data collectively and writing individual final assignments and collaborative manuscripts. The qualitative research course is taught in a cohort-based doctoral program in organizational leadership that follows the hybrid model of instruction. CAE can be used as a tool for developing community by eliciting discovery, when researchers with different perspectives interrogate their diverse subject positions and experiences. The collaborative research team participated in an online discussion on two leadership-related topics monthly for six months and met once a month virtually for focus group discussion.