Researcher Vulnerability in Doing Collaborative Autoethnography: Moving to a Post-Qualitative Stance

Keywords: teacher education, ethical research, educational research, collaborative autoethnography, writing as a method of inquiry, reflexivity


As educational researchers, we hold monthly meetings to discuss our methodological and personal feelings and uncertainties while transitioning from a qualitative to a post-qualitative stance, which involved using artistic/cartographic methods. This shift affected us, unveiling our professional and personal vulnerability. In an exercise of collaborative autoethnography, in this text we describe what it meant for us to engage in this type of study and how the resulting shift in our academic logic, which was originally grounded in more traditional orthodoxies, made us vulnerable and uncomfortable, thus allowing a more ethical investigation. Through these processes we reveal the effect of a research process that placed us in an uncomfortable situation, which in turn allowed new questions to emerge. Finally, we reclaim the need to make not only these professional tensions public but perhaps our failures as well.


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Author Biographies

Estibaliz Aberasturi-Apraiz, University of the Basque Country

Dr. Estibaliz ABERASTURI-APRAIZ is a full professor in the Faculty of Education, Philosophy and Anthropology, University of the Basque Country (UPV/EHU) in San Sebastián (Spain) since 1995. Her teaching and research focus primarily on teacher education, innovation in teaching and research and learning based on visual arts in educational contexts. She is author of several publications on teacher education and art-based educational research in national and international journals.

Jose Miguel Correa Gorospe, University of the Basque Country

Dr. José Miguel CORREA GOROSPE has been a member of the Faculty of Education, Philosophy and Anthropology in the University of the Basque Country (UPV/EHU) in San Sebastián (Spain) since 1984. His teaching and research center on teacher education and the continuing development of teachers and on the ways in which the shifts in contemporary society affect the construction of teaching identity. He has led numerous research projects and published articles in several prestigious national and international journals.

Asunción Martínez-Arbelaiz, Centro Elbira Zipitria Zentroa

Dr. Asunción MARTÍNEZ ARBELAIZ has been the Spanish language coordinator for the University Studies Abroad Consortium since 2001, where she has taught L2 Spanish. At graduate the level, she teaches sociolinguistics and collaborates with the European Master’s in Multilingualism and Education at the University of the Basque Country (UPV/EHU). She has published on various aspects of the acquisition of Spanish, on teacher education and on the impact of technology on language education.

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