Critical Autoethnography in Pursuit of Educational Equity: Introduction to the IJME Special Issue


  • Sherry Marx Utah State University
  • Julie L. Pennington University of Nevada, Reno
  • Heewon Chang Eastern University



autoethnography, critical autoethnography, qualitative methodology, educational equity, social identities


In this introduction to the special issue of IJME, we highlight critical autoethnography’s potential for connecting the deeply personal experiences of race, gender, culture, language, sexuality, and other aspects of marginalization and privilege to the broader context of education in society. We discuss critical autoethnography as an interdisciplinary, blurred genre that transforms to fit the academic backgrounds, interests, and critical orientations of its authors. All contributors to this special issue situate their take on the genre in relevant literature and provide sociocultural critique in explicit and implicit ways. 

Author Biographies

Sherry Marx, Utah State University

Associate Professor, ESL/Multicultural Education/Qualitative Methods
EDUC 341
School of Teacher Education and Leadership
Utah State University
2800 Old Main Hill
Logan, UT 84322-2800

Julie L. Pennington, University of Nevada, Reno

Professor, Literacy Studies
Director of the Center for Learning & Literacy
College of Education/MS 288
University of Nevada, Reno
Reno, NV 89557
U. S. A. 

Heewon Chang, Eastern University

Professor & Chair, PhD in Organizational Leadership
Editor-in-Chief, International Journal of Multicultural Education
College of Business and Leadership
Eastern University
St. Davids, PA 19087
U. S. A. 





How to Cite

Marx, S., Pennington, J. L., & Chang, H. (2017). Critical Autoethnography in Pursuit of Educational Equity: Introduction to the IJME Special Issue. International Journal of Multicultural Education, 19(1), 1–6.