In this collaborative autoethnography, three immigrant adult education scholars examine diverse ways in which their experiences with racialization as immigrants in the United States have informed their scholarship and practice. The three authors originate from different parts of the world and use different theoretical frameworks—critical literary studies; critical theory; and postcolonial and Critical Race Theory, respectively—to complicate the immigrant Self and story. They argue that the use of autoethnography in adult education has the potential to illuminate issues of class, race, gender, and nationality to disrupt the typical immigrant narrative and allow for the advent of new immigrant stories and Subjects. Each narrative is unique; however, they do share the following commonalities: Critique of the postcolonial condition and the colonization of the Subject and culture; complicating the Black–White binary paradigm of race; centering anti-racist praxis; and suggestions for decolonizing the Self and adult education. The authors engage in this anti-racist work in solidarity with the Black Lives Matter movement, in an effort to dismantle systemic inequities and give voice to the subaltern. Patterns arising from their examination of these issues reveal new questions adult educators could consider as we teach, learn with, and from immigrant adult learners, whose cultural-historical contexts remain multi-layered and complex, rather than linear.

在这项合作的民族志中，三名移民成人教育学者研究了多种方式，这些方式是他们在美国作为移民的种族化经历为他们的奖学金和实践提供了信息。这三位作者分别来自世界不同地区，并使用不同的理论框架-批判文学研究；批判理论 以及后殖民和批判种族理论，分别使移民的自我和故事复杂化。他们认为，在民族教育中使用民族志技术有可能阐明阶级，种族，性别和国籍等问题，从而扰乱典型的移民叙事，并允许出现新的移民故事和主题。每个叙述都是唯一的；但是，它们确实具有以下共同点：对后殖民状况的评论以及对主题和文化的殖民化；使种族的黑白二元范式复杂化；集中反种族主义作风；和非殖民化自我和成人教育的建议。作者与黑人生命问题运动一道从事这项反种族主义工作，以消除系统性不平等现象，并为下属代言。他们对这些问题的研究得出的模式揭示了成人教育者在我们与成人学习者进行教学和学习时可以考虑的新问题，这些成人的文化历史背景仍然是多层且复杂的，而不是线性的。作者与黑人生命问题运动一道从事这项反种族主义工作，以消除系统性不平等现象，并为下属代言。他们对这些问题的研究得出的模式揭示了成人教育者在我们与成人学习者进行教学和学习时可以考虑的新问题，这些成人的文化历史背景仍然是多层且复杂的，而不是线性的。作者与黑人生命问题运动一道从事这项反种族主义工作，以消除系统性不平等现象，并为下属代言。他们对这些问题的研究得出的模式揭示了成人教育者在我们与成人学习者进行教学和学习时可以考虑的新问题，这些成人的文化历史背景仍然是多层且复杂的，而不是线性的。