As a graduate student, I was awakened to the world of autoethnographic narrative inquiry. It was a world I was eager to traverse as I completed my doctoral coursework, and engaged in my final dissertation research. Yet, I was unaware of my naiveté at inviting others to share in my lived experience. As I engaged in an autoethnographic narrative inquiry of my first year as an online teacher, I found myself entangled in a world of hidden tensions I never expected to uncover. In this article, I share the personal tensions that surfaced as I entered into the world of autoethnographic narrative inquiry.


Autoethnographic Narrative Inquiry; Autoethnography; Narrative Inquiry

Author Bio(s)

Brooke B. Eisenbach is Assistant Professor of Secondary Education at Lesley University, Cambridge, MA. Correspondence regarding this article can be addressed directly to: brooke.eisenbach@gmail.com.

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