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NaRi Shin, Hanhan Xue, Ari Kim & Amy Chan Hyung Kim. (2023) Are we (in)visible?: Toward a critical understanding of Asian women faculty experiences in U.S. sport management. European Sport Management Quarterly 0:0, pages 1-21.
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Qun Ma & Chenyu Ni. (2023) Offshore doctoral identity negotiation during COVID-19: challenges and opportunities. Higher Education Research & Development 42:7, pages 1700-1713.
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Ian M. Kinchin & Alfred E. Thumser. (2023) Mapping the ‘becoming-integrated-academic’: an autoethnographic case study of professional becoming in the biosciences. Journal of Biological Education 57:4, pages 715-726.
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Esther B. Schupak. (2023) An ultra-orthodox woman performing difference in Israeli academia. International Journal of Qualitative Studies in Education 36:5, pages 935-954.
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Jerome Carson & Mats Niklasson. (2023) The struggle to get a PhD: the collaborative autoethnographic accounts of two ‘journeymen’. Journal of Further and Higher Education 47:5, pages 607-618.
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Jeana E. Morrison & Meseret F. Hailu. (2023) Black Women Abroad: Constructions of Gender, Race, Language, and Culture. Journal of Women and Gender in Higher Education 16:2, pages 137-157.
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Tairan Qiu, Shuang Fu, Eun Young Yeom & Ji Hyun Hong. (2023) “I Feel Your Fear”: (Counter)stories of East Asian International Doctoral Students About Awakening, Resistance, and Healing. Equity & Excellence in Education 56:1-2, pages 240-254.
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Roger C. Aden & Anna V. Wilhelm. (2023) Identity disruption and the observing-narrating self in Stanley Hayami’s internment diary. Atlantic Journal of Communication 31:2, pages 152-167.
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Hsin-I Sydney Yueh & Renu Pariyadath. (2023) Speaking “broken” English: linguistic minorities building cross-cultural alliances in US higher education. International Journal of Qualitative Studies in Education 0:0, pages 1-16.
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Satoko Suzuki. (2023) Identity Presentations of L1-Japanese Female Professors in the United States. Journal of Language, Identity & Education 0:0, pages 1-14.
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Natakorn Satienchayakorn & Rachel Grant. (2023) (Re)Contextualizing English language teaching in Thailand to address racialized and ‘Othered’ inequities in ELT. Language, Culture and Curriculum 36:1, pages 39-55.
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Forrest Kaiser & Jennifer Bailey. (2022) Reinventing identity in transition from principal to professor: a collaborative autoethnography. Cogent Education 9:1.
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Jingyi Zhu, Grace Jue Yeon Kim & Zhenjie Weng. (2022) Affordances and constraints: using collaborative autoethnography as a methodology to examine language teacher agency. International Journal of Qualitative Studies in Education 0:0, pages 1-14.
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Christine Nganga, Kimberly Williams Brown, Makini Beck & Joyanne De Four-Babb. (2022) Tapestries of Epistemologies: Intersectional and Transnational Feminist Understandings of Caribbean and African Women Faculty’s Influence as Researchers. The Educational Forum 86:4, pages 322-337.
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Animesh Tripathi, Reni Polus, Yunzhen Zhang, Rajesh Nautiyal & Ismail Shaheer. (2022) ‘Remember that time?’: introducing retrospective collaborative autoethnography. Tourism Recreation Research 0:0, pages 1-6.
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Mary Bair, David Bair, Rui Niu-Cooper & Nagnon Diarrassouba. (2022) Border Crossings: the Role of Narrative Storytelling in the Professional Identity Development of Faculty of Color. College Teaching 0:0, pages 1-8.
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Gloria Itzel Montiel, Tatiana Torres-Hernandez, Rosa Vazquez, Adelin Tiburcio & Fatima Zavala. (2022) “It Wasn’t Only the Pandemic:” A Collaborative Autoethnography of Latinx Women in Higher Education Navigating the COVID-19 Pandemic in Rapidly Shifting Immigration Contexts. Journal of Latinos and Education 21:3, pages 266-276.
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Karen Ramlackhan, Ann Cranston-Gingras, Nicholas Catania, Gordon Brobbey & Georgina Rivera-Singletary. (2022) Re(framing) identity: teacher educators’ experiences with marginalization. Higher Education Research & Development 41:3, pages 852-866.
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Emily J. Johnson & Lauren Beasley. (2022) Navigating Contrapower Harassment in the Sport Classroom as Graduate Teaching Associates: A Collaborative Autoethnography. Journal of Women and Gender in Higher Education 15:2, pages 181-200.
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Luis Javier Pentón Herrera, Ethan Tính Trinh & Manuel De Jesús Gómez Portillo. (2022) Cultivating Calm and Stillness at the Doctoral Level: A Collaborative Autoethnography. Educational Studies 58:2, pages 121-140.
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Kathomi Gatwiri, Leticia Anderson & Marcelle Townsend-Cross. (2021) ‘Teaching shouldn’t feel like a combat sport’: how teaching evaluations are weaponised against minoritised academics. Race Ethnicity and Education 0:0, pages 1-17.
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Z Nicolazzo, Katy Jaekel, Daniel Tillapaugh & David Pérez II. (2021) Temporalities of [no] harm: navigating trauma through research with minoritized populations in higher education. International Journal of Qualitative Studies in Education 34:1, pages 19-36.
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Leticia Anderson, Kathomi Gatwiri & Marcelle Townsend-Cross. (2020) Battling the “headwinds”: the experiences of minoritised academics in the neoliberal Australian university. International Journal of Qualitative Studies in Education 33:9, pages 939-953.
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Steve D. Mobley$suffix/text()$suffix/text(), Leonard D. Taylor$suffix/text()$suffix/text() & Chayla Haynes. (2020) (Un)seen work: the pedagogical experiences of black queer men in faculty roles. International Journal of Qualitative Studies in Education 33:6, pages 604-620.
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Hyunjin Jinna Kim. (2020) ‘Where are you from? Your English is so good’: a Korean female scholar's autoethnography of academic imperialism in U.S. higher education. International Journal of Qualitative Studies in Education 33:5, pages 491-507.
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Rene O. Guillaume, Edna Martinez & Chinasa Elue. (2020) Experiences of Student Affairs Professionals of Color Turned Faculty: A Collaborative Autoethnography. Journal of Student Affairs Research and Practice 57:1, pages 42-54.
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Oscar Navarro, Christine L. Quince, Betina Hsieh & Sherry L. Deckman. (2019) Transforming teacher education by integrating the funds of knowledge of teachers of Color. Review of Education, Pedagogy, and Cultural Studies 41:4-5, pages 282-316.
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Wei Liao & Jihea Maddamsetti. (2019) Transnationality and Teacher Educator Identity Development: A Collaborative Autoethnographic Study. Action in Teacher Education 41:4, pages 287-306.
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Denise Higgins, Adelaide Dennis, Angela Stoddard, Alexander G. Maier & Susan Howitt. (2019) ‘Power to empower’: conceptions of teaching and learning in a pedagogical co-design partnership. Higher Education Research & Development 38:6, pages 1154-1167.
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Alice Brown & Patrick A. Danaher. (2019) CHE Principles: facilitating authentic and dialogical semi-structured interviews in educational research. International Journal of Research & Method in Education 42:1, pages 76-90.
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Emily F. Henderson. (2018) Anticipating doctoral supervision: (Not) bridging the transition from supervisee to supervisor. Teaching in Higher Education 23:4, pages 403-418.
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Antonio Duran & Wilson Okello. (2018) An autoethnographic exploration of radical subjectivity as pedagogy. Journal of Curriculum and Pedagogy 15:2, pages 158-174.
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Jinhee Kim, Su-Jeong Wee & Kyoung Jin Kim. (2018) Walking the Roads as Immigrant Mothers and Teacher Educators: A Collaborative Self-Study of Three Korean Immigrant Early Childhood Educators. Studying Teacher Education 14:1, pages 22-38.
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Jasmine M. Haywood. (2017) ‘Latino spaces have always been the most violent’: Afro-Latino collegians’ perceptions of colorism and Latino intragroup marginalization. International Journal of Qualitative Studies in Education 30:8, pages 759-782.
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Kathy-Ann C. Hernandez, Heewon Chang,Faith W. Ngunjiri. (2017) Collaborative Autoethnography as Multivocal, Relational, and Democratic Research: Opportunities, Challenges, and Aspirations. a/b: Auto/Biography Studies 32:2, pages 251-254.
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