Given pandemic restrictions on learning and research, autoethnography has recently garnered renewed attention as a potential alternative. Drawing on our experiences as instructor and student, we make the case that autoethnography is not only relevant to pandemic-era teaching but could also offer an effective pedagogical tool to critically engage the lived experiences of an increasingly diverse student population in higher education that includes first-generation students and those of other minoritized backgrounds. We specifically outline the kinds of implications autoethnography can have on students at a personal level, in their understanding of research, and in terms of their overall well-being. Additionally, we discuss challenges with the method, provide examples of autoethnographic excerpts, and incorporate examples of learning exercises.

中文翻译：

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当填补研究空白​​是个人的事情时：自我民族志和新多数学生

鉴于大流行对学习和研究的限制，自我民族志作为一种潜在的替代方案最近重新受到关注。根据我们作为教师和学生的经验，我们证明，自我民族志不仅与大流行时代的教学相关，而且还可以提供一种有效的教学工具，批判性地吸引高等教育中日益多样化的学生群体的生活经历，其中包括第一一代学生和其他少数族裔背景的学生。我们特别概述了自我民族志在个人层面、对研究的理解以及整体福祉方面对学生产生的影响。此外，我们还讨论了该方法面临的挑战，提供了自民族志摘录的示例，并结合了学习练习的示例。