Collaborative Autoethnography

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Collaborative Autoethnography: Enhancing Reflexive Communication Processes

The authors explore the purposeful, knowledgeable, and relational collective learning environment created by these adult students. Methodology Through the use of a collaborative autoethnography, the authors are able to examine the individual and collective purpose of this student-led group.

My Autoethnography

This methodology allowed each participant-researcher the opportunity to reflect on their rationale for participating in an organic cohort. The differing subjects and individual areas of expertise of each cohort member continuously provided a great benefit for each member of the cohort.

Findings This study found that doctoral cohorts may be more successful if students are allowed to form them on their own. When cohorts are organically created by the members involved, the group can solidify when the timing is right for each member and for the group as a whole.

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Date: Abstract: Using collaborative autoethnography, this article explores the experiences of Indigenous graduate students as they navigate higher education and work to ensure the continuance of their heritage languages for future generations. The authors of this self-study represent diverse heritage languages and attend different universities across the United States.

  • Studying Indigenous Heritage Languages at Universities A Collaborative Autoethnography.
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  • Following a discussion of Indigenous languages as tied to identity and a means to confront hegemonic power within universities, a review of the literature highlights new directions in language reclamation scholarship—particularly in the portrayal of youth, young adult, and postsecondary student contributions.