ABSTRACT
As a non-traditional methodology that is slowly gaining traction in mainstream qualitative research within the field of educational research, autoethnography encompasses self-reflexive inquiry and combines elements of both autobiography and ethnography. Autoethnographers often produce analytic and/or evocative first-person accounts that help establish connections between the personal and larger cultural, political, and social contexts. Many autoethnographers write from their memories, and yet memory, by itself, is not a comprehensive source of data. The narratives our minds construct through memories need to be further substantiated through intentional and systematic analyses of other historically created data. As the world continues to change exponentially, we need to create more complete landscapes of stories to break down stereotypes about how translinguals use languages, how transnationals define “home,” and how pracademics participate across complex landscapes of practices.
