Collaborative Autoethnography (CAE) is a specific type of qualitative research methodology that upholds and encompasses the values of naturalistic research, a post positive and participatory approach, and narrative research. Brock, et al. (2017) proposed that “by constructing contexts whereby we engage in in-depth reflection, and thoughtful self-critique, we can cultivate new and more equitable and socially just identities” (p. 106). In a recent study examining the inclusive practices of school leaders in Manitoba, Canada, CAE methods allowed participants to use the data from their own life stories and experiences with inclusion in their own personal “sociocultural contexts in order to gain understanding of society through the unique lens of self” (p. 119). Brock, et al. (2017) also suggested that CAE has the “potential to deepen the process of research between two or more individuals and to invite transformative learning to occur” (p. 101).

In this study, intentional reflection and facilitated discussion focused on similar experiences and provided a pathway to improvement and transformation in leadership for inclusive education. The participants in this study viewed the reflection opportunities from the CAE methodology as an example of “a first, necessary step in social justice work” (Gilham & Tompkins, 2016, p. 11). This study provided a new, interactive approach that allowed school leaders to engage in peer-supported critical reflection and collaborative problem-solving (Chang et al., 2016). The group was able to help each other add clarity to their vision and definition of inclusion, and they benefitted from the “social-emotional values of CAE” (p. 5) by developing a sense of community with others that they perceived as “a safe and respectful space for participants with similar interests and experiences” (p. 5).

CAE serves as a catalyst for cultural and systemic change by promoting a culture of reflective practice among school leaders (Brookfield, 2017). By engaging in structured and collaborative reflection, school leaders developed a shared vision for inclusion, an approach that research has shown to be critical for sustained educational reform (Fullan, 2006, 2014). Moreover, CAE moves beyond traditional professional development, which is often one-time and passive, by embedding learning into real-world, school-based experiences (Timperley et al., 2007). This study’s findings have broad implications beyond the immediate participant group. The methodology offers a replicable model for professional learning in diverse educational settings.

Keywords: Education research, collaborative, professional learning.