Although ageing is personally relevant to many if not most gerontologists, a reflexive perspective is largely absent from gerontological scholarship. This paper employs duoethnography, a variant of autoethnography, to explore how experiences related to growing older have informed the authors' teaching and scholarship in the field of ageing. Duoethnography involves putting two autoethnographies into conversation, promoting dynamic self-understandings and generating new insights through dialogue. The co-authors first reflected on their journeys to date in the field, including on how the personification of ageing has shifted our perspective. Then we shared our narratives and made some initial revisions based on each other's feedback. Next, we collaboratively identified and discussed three broad, connective themes: the differing yet central role of gender in our narratives, teaching and generativity, and the pedagogical and personal challenges associated with ageism. Our reflections and dialogue deepened our understanding of these issues central to studying and teaching about ageing. The kind of reflective practice that we model could be a vital resource for bridging the gap between theory and practice, researcher and researched.

尽管衰老与许多（如果不是大多数）老年病学家个人相关，但老年学奖学金在很大程度上缺乏反思性观点。本文采用双重民族志（自动民族志的一种变体）来探索与变老相关的经历如何影响作者在老龄化领域的教学和学术研究。双重民族志涉及将两种自我民族志置于对话中，促进动态的自我理解并通过对话产生新的见解。合著者首先回顾了他们迄今为止在该领域的旅程，包括衰老的拟人化如何改变了我们的观点。然后我们分享了我们的叙述，并根据彼此的反馈进行了一些初步修改。接下来，我们共同确定并讨论了三个广泛的、相互关联的主题：性别在我们的叙述、教学和生成中的不同但核心的作用，以及与年龄歧视相关的教学和个人挑战。我们的反思和对话加深了我们对这些对于老龄化研究和教学至关重要的问题的理解。我们建模的那种反思性实践可能是弥合理论与实践、研究人员与研究之间差距的重要资源。