Collaborative Autoethnography as a Pathway for Transformative Learning

Abstract

Through the exercise of collaborative autoethnography, we propose intentional and purposeful dialogue can act as a pathway for transformative learning. We seek to first deepen our understandings of transformative learning, particularly for underserved students in higher education and second to advance autoethnographic methods, a method that incorporates personal reflections on culture. Our own dialogue as biracial women in higher education represents the transformative power of talking out loud in a space created to honor and recognize our race, ethnicity, and gender. Topics that deal directly with identity development can have an enormous impact on fostering transformative learning. Moreover, when nondominant methods such as collaborative autoethnography are practiced, specifically with underserved students, deep relationships and soul work can occur.

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