In this paper, we examine experience, identity, and their intersections. Working from an autoethnographic positionality, we investigate the insufficiencies of language and the limitations of any given researcher with an intent to address multiple realities and their respective interpretations of meaning. Autoethnographic narratives with the use of visual, written, and multimedia representations further acknowledge the dilemmas of qualitative researchers when they cannot fully describe subjectivities in research. What is deemed to be valid research is often indicative of a theoretical framework that aggressively seeks to invalidate other perspectives and ways of knowing. Thus, we create research spaces by employing counter-narratives as well as different representations that seek to challenge grand narratives in educational research—namely, a high reliance on numbers or written representations. Such challenges are critical to understanding the advancement of research, and enhancing the public discourse regarding educational research.


Autoethnography Experience, Identity, Crisis of Representation

Author Bio(s)

Dr. Seungho Moon is an assistant professor in curriculum studies at Loyola University Chicago. His expertise is in the field of curriculum theories, narrative research, and aesthetic education. He is passionate about imagining multiplicity of qualitative inquiry in the crisis of representation. Correspondence regarding this article can be addressed directly to: smoon.tc@gmail.com.

Dr. Christopher Strople is an assistant professor of education at the University of Maine, Farmington. At UMF, he teaches K-8 social studies methods, art for the classroom, and graduate research courses. His research interests include social justice, curriculum theory and aesthetic education. Correspondence regarding this article can be addressed directly to: christopher.strople@maine.com.

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