Employing autoethnography to examine our diverse identities: Striving towards equitable and socially just stances in literacy teaching and research

This paper brings together the storied experiences of a group of diverse scholars from Ghana, Uzbekistan, and the United States who use a collaborative autoethnographic lens to engage in the process of self-reflection/self-critique with respect to salient aspects of their identities (e.g., race, language, gender, socioeconomic status, and so forth). Each scholar also explores how her identity informs and influences her attitudes, behaviors, beliefs and actions with respect to the equitable enactment of her pedagogy and research.