Writing a “Good” Autoethnography in Educational Research: A Modest Proposal

In this paper, I first discuss what autoethnography is elaborating on an autoethnographic spectrum. Then, I draw on several scholars’ understanding of what a “good” autoethnography is and propose a list of suggestions to contribute to autoethnography’s conceptualization and operationalization in qualitative educational research in the future. Believing that a good autoethnography is the work of a scholar who aims for the witty hand of an artist and the sharp/critical mind of a social scientist, I suggest that a good autoethnography (a) creates a sense of transformation through a story of illumination, healing, understanding, and/or learning, (b) engages readers as a companion rather than passive audience through commonalities and particularities, (c) goes beyond personal confessions by mindfully offering autobiographical and background information, (d) uses appropriate tools and sources and explains why using them makes sense, (e) denaturalizes social issues by making invisible power dynamics visible, and (f) embraces the subjectivity of memory and interpretation. I explain each suggestion in more detail in subsections and provide some guiding questions for future autoethnographers to help them make mindful decisions before and during their autoethnographic endeavors