The 2019/2020 academic year brought historic opportunities for faculty to manage virtual exchanges (O'Dowd, 2021), yet limited research exists on how teachers develop their capacity within these programs. As educators collaborating on a transnational virtual exchange, we aim to investigate the process that teachers go through as they co-develop…

This is a critical autoethnography which seeks to weave through the identities of teacher and mother during COVID-19. Using Bronfenbrenner's Bioecological Systems Theory to place the experiences of the authors within the concepts of resilience and thriving, coding results suggested that both authors experienced similar emotions and disruptions to…

In this article, we reflect on the role of heartache during the first 2 years of The LGBTQ+ Intergenerational Dialogue Project. The project--a partnership between an LGBTQ+ community center, an art and design college, and a public research university--brings together racially, socioeconomically, and gender diverse cohorts of LGBTQ+ young (18-26…

This article examines the value of respect, as demonstrated towards non-human living beings by a group of Mapuche girls in Southern Chile, while attending a rural school. This work is an ethnographic study based upon systematic observations of daily life within an educational space. An example is presented in which the practices of care and social…

The Alien Worlds project teaches ethnographic skills using the societies of dystopian, postapocalyptic, and science fiction texts as imagined field sites and targets for analysis. These exercises and assignments, which illustrate principles of qualitative fieldwork, were developed when COVID-19 precautions made it impossible to assign tasks that…

By utilizing autoethnography as a research method of a reflective self-examination set within the author's cultural context and experiential world, this essay elucidates the nuanced positionality of Asians/Asian Americans at the intersection of the model minority myth discourse, colonial narratives, and the black-white binary paradigm of race…

This article describes literacy competence in the narratives of toddlers and investigates how they make use of different modalities, like gestures, sounds and physical actions. The body phenomenology of Merleau-Ponty serves as a theoretical frame for the researcher's lens, which is an A/r/tographer's lens applied in multimodal narrative analysis.…

This article explores the nature of ethnographic collaboration during the harrowing and unpredictable times of a global pandemic. Documenting Year Two of a five-year, multi-sited ethnographic study, which necessitated virtual fieldwork in global drama classrooms (in Canada, India, Colombia, Taiwan, England, Greece), we offer a theoretical picture…

Marginalization of women in academia can lead to feelings of isolation, questioning of legitimacy, and cultural taxation. As women of color at a predominantly White institution we have engaged in duoethnography to analyze and understand these experiences, and to ask whether the COVID-19 pandemic and #BlackLivesMatter protests of 2020 have…

"Our Bodies Tell the Story: Using Feminist Research and Friendship to Reimagine Education and Our Lives" asks (and answers) a number of critical questions that are key to improving our educational system. How can we use our embodied stories to navigate and disrupt how schools and society reproduce the patriarchy and heteronormativity…

In wondering "How are decolonizing, place/land-based, and community-grown learning places created and sustained as alternatives to dominant settler-colonial systems, and what stories would they share about their creation and existence?", I formed relationships with two alternative, autonomous, decolonizing schools through a teacher-guide…

White supremacy culture is the foundation for the lived experience of nice, White, Christian people in the United States. This autoethnographic study provides an intimate perspective into the complexities of living within White supremacy culture and the complicity of White people in perpetuating ongoing racial injustice. The research question asks…

We propose a new framework for understanding post-conflict history education based on ethnographic fieldwork in the same South African school two decades apart. We explore how and why teachers engage with the legacies of conflict in 1998 and 2019 by investigating how they draw boundaries around 1) time, what the conflict period is and how stark…

In this duoethnography we, a Latina and Filipina, write letters to each other reflecting on a video discussing our graduate student lives and shared journal entries during COVID-19. After revisiting the reflections, we share what makes the marginal space of a Midwest university unique and transformative. By analyzing our experiences, as Women of…

This paper examinations the nexus between creativity and teacher identity in post-war peacebuilding. It aims to understand how infusing creativity into teacher preparation geared towards peacebuilding can help language educators reflect on their identities, values and their roles in bridging a fragmented society at the end of a war. Drawing on…