ABSTRACT
Autoethnographic research has the potential to productively address the tensions and complexities of identity and the intersections of thinking, feeling and acting that complicate our work as curriculum scholars. In addressing the theme of plurality, I seek to illuminate the often overlooked relational nature of autoethnography by addressing the question, how do we learn together. We often ask preservice teachers to respond to reflective questions intending to help them identify who they are as teachers, yet how often do we model this practice as teacher educators and to what depth? This chapter includes an examination of the personal meaning created by and for the researcher and its potential impact for those who read it. My autoethnography unpacks my deeply personal experience with generalized anxiety disorder (GAD) and how this state of being influences and informs my encounters with curriculum as relational, reflexive and personal. I include a series of images and poetic anecdotes intended to prompt the reader into exploring how their individual stories contribute to a collective narrative of curricular understanding.
