Dialogic entanglements in researcher identity: A duoethnographic exploration of critical (self)reflexive moments of two transnational L2 writing scholars

Abstract

Utilizing duoethnography during a collaborative post-dissertation research period, this study investigates the evolving research skills and professional identities of two transnational second language (L2) writing teacher-scholars. Through critical reflection on their L2 writing teacher identity dissertation scholarship, the authors respond to calls for transparent and reflexive research that addresses the complexities of language teacher-scholar practices (Lee et al., 2022, Sánchez-Martín and Seloni, 2019) and decolonized methodologies in the field of Second Language Writing (Kubota, 2022). The authors explore how their transnational experiences, intersectional identities, and disciplinary expertise as L2 writing scholars shaped their understandings of reflexivity during and beyond their doctoral dissertation journeys. Their narratives highlight critical (self)reflexive moments, unpacking the development of diverse researcher reflexivity orientations (Olmos-Vega et al., 2022). The narratives culminate by showcasing the transformative journey of the authors’ researcher identities and positionalities at the nexus of TESOL/writing teacher educator (TE) and L2 writing teacher identity research. Key findings highlight the role of methodological, contextual, and (self)reflexivity in fostering decolonizing views of methodology and critical perspectives on L2 writing scholarship. The authors underscore the value of duoethnographic or narrative analytic strategies in addressing the political challenges inherent in transnational scholarship, doctoral mentoring, and academic writing.