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This collaborative autoethnographic inquiry presents a snapshot of our critical and contextualized perspectives and experiences surrounding the issues and ideologies pertinent to (non-)nativeness in and beyond language education evolved across time and space. We adopt the methodological lens of ‘collaborative autoethnographic inquiry’ to discuss how conversation and collaboration, while proving tense at times, can constructively shape participants, the dialog to which they contribute, and their approach to classroom practice. As researcher-practitioners negotiating being and belonging in and across borders, both material and discursive, in and beyond our profession, we constantly grapple, individually and in conversation with each other, with the complexities of equity and identity embedded in (and beyond) English language teaching.
Selvi et al. (Fri,) studied this question.