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In comparison to the other, I am not a fan of the way this autoethnography is written. It is visually challenging. The infrequent use of first-person narrative also feels less like a personal sharing. I do like that the authors shared their point-of-view to express how current events are extremely influential to their personal ideologies. The way we feel and remember the world will hold a powerful presence in the way we treat coworkers and students.

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In this article, Samah and Lama were both at an intersectionality crossroads. Last week we learned that intersectionality was when a person has more than one trait in themselves that is the focus of discrimination. For instance, the person from last week was a Black woman who suffered for being Black AND being a woman. Samah and Lama suffer for being a person of color, a woman, AND a Muslim.
About a year ago, I went into a Middle Eastern restaurant, and during the meal, I recall feeling uneasy and couldn't put my finger on it. Later, upon reflection, I realized it was because all the folks in the restaurant looked Muslim. I don't want to feel that way.
I enjoyed the way Samah and Lama expressed their autoethnography in poems. It would be exciting to try doing that myself.

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Vasconcelos first describes what an autoethnography is and the research that supports her definition. Then, she shows different "snapshots" that describe various events in her life that shaped her as a teacher. I connected to how Vasconcelos learned about her students aren't empty vessels, I also learned this recently and it changed my mindset. I like how Vasconcelos organized this autoethnography. I would like to take how she picked certain points that shaped her as a teacher, even if there were gaps in the timeline.

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The exotic other focuses on the intersectionality of being a woman and being a muslim. This connects to last week as we explored the intersectionality of being a black woman. As a form of autoethnography, I actually like how they used poems for research. At first, I wasn't sure that I was going to like it. But after reading, I was touched by the emotion of the poems that was supported by research.

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It begins with the methods of why and how it is going to be written, along with an "album" description from the author that entails the inspiration stemming from personal experiences. There are details of how those experiences molded her into the educator she is, and the one she chooses to be. Then, she makes connections between herself as a student and as a teacher and includes images of the development of the relationship. Using my personal experiences and inspiration to be a teacher will be a major key to writing my autoethnography.

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Erika made use of "snapshots" to create her autoethnography. This would be an effective way to communicate various memories that make up parts of the whole story of her teacher-student self. I am fond of this method. I especially connected with her snapshot on page 423 of the article. She relates a black box with "Somewhere in time..." with the caption, "I can't see you." Her description describes how I felt in my massive high school, where I was "just one more in the crowd."
I feel that this method of autoethnography would captivate readers, and they would be able to connect with her as I did.

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I really liked the way that Vasconcelos wrote her autoethnography. I really liked the idea of using "snapshots" to tell her autoethnography. These "snapshots" are memories that she kind of re-lives and how she uses these memories to become the teacher she is now. I think that the method that was used here would be very effective, and I think it helps others help connect with her story. Personally, I will more than likely use this method for my autoethnography because I am a visual learner and for me these "snapshots" create a visual picture that I can have plan in my mind, making it easier to understand and relate to the autoethnography. I really made some connections throughout her autoethnography, at one point she talks about reflecting on her teaching, at one point she feels that there is a disconnect between her and the students and she ask them to tell her what is wrong, and she pauses to listen. I connect with this because in a few classes I felt like I was not heard, I felt like the teacher was just technical rather than relating it to the students, but no one ever asked for our opinions. I think using my personal past experiences will definitely be a huge impact on who I become as a teacher. In my opinion making connections along with using my experiences will be a key component in how I write my autoethnography.

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I found this autoethnography to be pretty challenging for me to understand and to connect with. I felt that there was a lack of visual aids. As for the connection it was pretty clear. The women in this where not only women but they were women of color, and they also were Muslim. Last week we learned that intersectionality is when discrimination occurs for more than one thing. I was not a fan of the poems, but that is just a me thing. I find poems to be harder for me to grasp and fully understand. I also feel like the poems make it more difficult to have that visual concept that I personally need.

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The form of poetry in an autoethnography is said to be used because of "it's ability to be embodied experience: to be fun, political, lyrical, and narrative." Personally, I would not try to use this as a form of my autoethnography because I find poems hard to read and understand the true meaning of the story.

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Autoethnography means "setting a scene, telling a story, weaving intricate connections..." To make a clear picture when reading a story, it's important to include "snapshots" by including memories and experiences with the use of present tense verb forms and careful word choice. From this, the reader can clearly paint a picture in their head of the story they're reading.

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The article talked about how in autoethnography the author does not lose sight of their aim to explore and investigate their selves. I will base it on what makes me the teacher I am? What has made me into the teacher I am? Another important element is setting the scene and using imagery that helps the reader imagine.

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I personally do not think I will use this form of an autohethnography. I do not really like the poems. For me personally poems are not effective or powerful. I just found this form a little less effective.

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I enjoyed reading this autoethnography because she based her findings from her past experiences and memories. I also loved the idea of using "snapshots" to make us live the memory from her point of view. In addition, I think that because she used those memories, she was able to inspire me to write my autoethnography, because I feel like using core memories or past experiences will help shape people into what kind of teacher they are/will be.

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I really enjoyed this article and the format of the overall auto-ethnography. It was like viewing the flashback and then having a narrator elaborate on what we saw. I think I would enjoy this style of writing. Each was then highlighted by a quote or key phrase to represent the main idea. I will say I didn't care for the placement of the lengthy explanation as to why she was writing the auto-ethnography. I had less invested interest in her personal motives. I can see the academic value, which is ( I think) her purpose.

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I found this article very interesting! As I read I couldn't believe I had never considered this intersectionality of oppression. The perspective of Muslim women facing adversity was powerful, eye-opening, and moving. I think that the style of writing fit the content extremely well. The idea of using poetry to showcase auto-ethnography is one I might consider. The poems separated into categories made for a clear relationship and theme. I would be interested to see what my categories would be. At the same time it feels more daunting and extra vulnerable.

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This autoethnography was different that what I read in the "I Can See You" autoethnography. It is similar in a way, but it takes it in a more personal level when it comes to race and ethnicity. I feel like I couldn't connect any personal experience in my life while reading this, nor could I relate to the authors of this article, simply because I am not Muslim, which made this a bit more difficult for me to read. In addition, the poems were a bit difficult for me to understand and grasp, so I don't think I would benefit using this type of form of autoethnography.

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I loved the poem form of this article. The connections I draw from this article are that everyone has a story and that many people are alienated because of their beliefs. Without getting too political and hoping that we can all be civil.. the ideas I want to challenge are why the ban was put in place and how the media/social media affected how people responded. I think it is worth noting how her son was upset because of what he had endured and the importance of talking to our kids about world issues, how to treat people in general and having compassion. Reading this article is so disheartening. The change in thinking or attitude suggested by the text is showing the women affected by the ban that were not part of the reasonings for the ban.

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The way the article wrote this inspires me to remember experiences from my own educational career. I appreciate the examples of the situations and then the explanation. I connected to the post (Athens, 2008) with how her teacher was a teacher of service and learned from them as well. This reminds me of Dr. BC with her constant concern, endless feedback and eagerness to serve us to be better educators. I challenge the length of this only because it was a dry read. I think the concept of teaching as a service is worth holding onto, the specific quote is, "Commitment to teaching well is a commitment to service." I really love that.

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The poems in this article were so powerful and eye opening. They really highlighted that we all have our own story, our difference, and our own unique challenges. I liked that this type of Autoethnography poem is shorter and is something that students could also do as a writing assignment.

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This article/autoethnography seemed to focus more on being a reflective practitioner. The author highlighted her past experiences and memories and what she learned from these situations. As a visual learner, her descriptions helped create a visual image. I think that really capture and hold my attention.

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When reading the "I Can See You" auto ethnography, I felt like I could relate to her when she said that the reason she became a teacher was so she could pass on what her former teachers taught her, and how they made her feel. I'm sure we all had a special teacher that had an impact on us, and we hope to be just as good of a teacher as they were. Vasconcelos made her auto ethnography using snapshots explaining her life as a student, and then how she grew up to be a teacher. I like how she captures these memories, and I hope to write my autoethnography like this.

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"The Exotic Other" portrays intersectionality of what it is like being a woman and being Muslim. This relates to what we learned last week because it too involved intersectionality , and the role of being a black woman. I did not find this article as amusing as the "I Can See You" article. I also felt like I had a hard time trying to relate to the people. I did enjoy reading the poems, but I don't think I would be interested in writing auto ethnography this way.

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Connection: “While Mark’s classes were among my favorite, it was the Mark I came to know out of the classroom, either in our conversations right after class or in his office hours, that fascinated me and has impacted me the most (Vasconcelos, 10). I connect with this piece of information most because it was the teachers that had great conversations with myself outside of the classroom that impacted me the most as well. I’ve always tended to enjoy the subject areas that I was learning but it was the relationships that I built with my teachers beyond the books that stood out.

Challenge: “As a teacher, I do not leave my home and family experiences behind me when I drive to campus or when I enter the classroom” (Vasconcelos, 8). I chose this piece of information from the text because I challenge whether this teaching style works or not. I wonder would it be better as a teacher to leave your home and family experiences behind when you arrive to campus so that your main focus/priority is on the students.

Concepts: “By framing my memories and experiences with the use of present tense verb forms and careful word choice, my verbal snapshots seek to create a photographic effect of capturing tones and shades that mirror the mental images I hold of those experiences” (Vasconcelos, 6). I chose this piece of information as one that I find important and worth holding onto because it can be used to help writers write their own autoethnography. Writing in this way can allow for your readers to see the mental images that you are trying to paint.

Changes: “As I have “zoomed backward and forward, inward and outward” (Ellis, 1999, p. 673) between myself and other participants evoked in my teaching and learning memories, I concurrently have discovered Freire and other Freirean scholars, and found in them the theoretical language to help me make sense of my lived experiences” (Vasconcelos, 7). I think this piece of information was used to change how people think about their personal autoethnography. I believe that the author is trying to shift its readers attitude to make them realize how with the help of others, you can learn a lot about your live experiences that shapes your overall story.

The way the author wrote this autoethnography will inspire the way I write mines is by remembering to include my personal experiences. In this autoethnography, the author reflected back on prior situations, and I believe that this is a good example of a way to write autoethnography.

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Connection: “As Muslim females living in the United States, we face multiple levels of oppression and marginalization as we try to survive daily” (Elbelazi & lharbi, 1). I chose this piece of information to connect with because just like its described here for a Muslim female, African Americans living in the United States face multiple levels of oppression and marginalization.

Challenge: “The students ‘reaction was shocking, as they did not expect their teacher to wear that kind of dress, which is usually associated with terrorism, fear, and third world” (Elbelazi & lharbi, 4). I chose this piece of information from the text because I challenge others to break away from this negative stereotype. We must bury the stigma that hijabs and other clothing related to Muslim people associates with terrorism and fear.

Concepts: “How are our individual biographies differently shaped by the status characteristics and the structure of inequality they produce?” (Elbelazi & lharbi, 2). I chose this piece of information as one that I find important and worth holding onto because I feel that it is a question that we must think of. In my opinion, this statement is referring to how we as individuals can be looked at differently based on our characteristics and the inequality that comes with it. This to me is mind blowing.

Changes: “Coming to the class as usual. This time I wear my Abaya. The students were whispering. It was not comfortable” (Elbelazi & lharbi, 3). I think this piece of information was used to change the attitude of the readers. I believe that the author is trying to get the readers to feel the pain/hurt she had felt when she received nothing but cold stares in the classroom once she wore her Abaya. This is based on the usage of the phrase “not comfortable” from the text.

This form of an autoethnography is one that I would not mind trying. I liked the poems that was included here because they allowed for the readers to understand the story on a deeper level.

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I really enjoyed the way this autoethnography was written. For starters, when I originally saw that it was 28 pages long I groaned out loud. But almost immediately upon reading it, I was drawn in and actually interested. I enjoyed that it was a well written article without being boring and using a lot of unnecessary big words. I also liked how it was structured through screenshots of their life and then back into discussing what that meant. Overall, it was enjoyable and brought the audience in time and time again

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From the video last we, we learned that intersectionality was the cross roads between two excluded and oppressed groups. In this autoethnography, these two groups were being a woman and also being Muslim. In this autoethnography, two women wrote poetry to delve deeper into their culture and experiences as an educator. I really enjoyed the poems and poetry as a creative way to display their research. It is not personally the way that I think I will go about my autoethnography, but I enjoyed seeing a new approach to the process and felt like I learned a lot from this reading

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Intersectionality is when discrimination happens towards someone for more than one thing. I did not like the form of this autoethnography as much as I liked the other one. It is hard for me to understand poems, I would rather the writer just tell me their experiences like the other article did.

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Last week we learned that intersectionality is when there is more than one factor that someone is discriminated against for. In this article, the two writers were Women and Muslims. They believe that sharing their experiences as Muslim scholars is important to raise awareness about their fight for justice and equal opportunities. Their driving force is for underrepresented minorities, Muslim girls in public education.  They used their own poems they wrote over a period of time as a way to express their feelings about being minorities on a predominantly white campus. The poems all highlighted different experiences of racism and how it made them feel. This form of autoethnography was pretty difficult for me to understand and grasp, this may have been because of the poem format intertwined with the scholarly writing. Although I enjoyed the poems and thought they hit on very important topics, it is not a form of autoethnography I would feel comfortable using.

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I enjoyed how the article started off with a story from one of her favorite teachers. The point of autoethnography was stated soon in the article that they wanted to define What makes me the teacher that I am? In my autoethnography, I will start with a question like this because it gives a good direction to where the writing is going. Vasconcelos stated that she wrote her autoethnography as ‘snapshots’ with captions. I liked this idea because for me it is easier to see life that way. Instead of having a long essay about who you are, breaking it up into memorable moments with an explanation is easier to understand. I will write my autoethnography in this format because it is impactful to know which moments shaped you into who you are.

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Vasconcelos describes an autoethnography and the research that supports this claim. She shows “ snapshots” throughout the article to describe the situations that have taken place in her life and have made her the teacher that she is.I connected to how she said the teacher she is is impacted by the student she was. This statement has changed my mind set. I would like to take how she had multiple experiences listed  that shaped her as a teacher and use my own experiences  in my autoethnography.

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This autoethnography was quite different compared to the “ I Can See You”  autoethnography. This article goes into a personal level of race and ethnicity. I did not connect to this article very much. The set up of the article was confusing and hard to follow in my opinion. I do not believe that I would be able to use this form of autoethnography myself.

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Vascancelos (2011) states their verbal snapshots attempt to cultivate a photographic effect of emulates the mental images held from those experiences. This autoethnographic serves as a tool for investigating the teacher-learner identity. Although slightly wordy, Vascancelos identifies experiences and memorable individuals that shaped their journey as an educator. I really enjoyed bits of the advice Vasconcelos included in their writing, specifically detailing how a commitment to teaching is a commitment to service really resonated with me. A major theme of this piece that was brought to my attention from one of my previous professors was the lifelong journey of learning when you chose the path of teaching.

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Elbelazi & Alharbi produce a join autoethonography with a unique visual structure including essay style paragraphs and poetry. Poetry included such as "Conceptualizing Agency" provides a personal take on the internal compartmentalization of self identity as a direct result of the external social and physical environment. As highlighted, life working in a predominantly white institution as a female Muslim educator is matched with constant oppression and necessity for equality. As Elbelazi and Alharbi write, their poetry serves as a more personal way to share their experiences when most of their academic insight is paired with so much research. I really liked this style of writing, not that I don't like Vasconcelos writing or the rest of their piece, I just find the poetry to feel so natural and connected to their writer's voice.

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I really like the idea of the snapshots! This just shows that our autoethnography is what we choose to make it. It doesn't necessarily have to be a paper with paragraphs, but we can also be creative with how we write it. The way she writes it in the present tense also makes us feel like we are living it with her, and in turn can help people feel more connected to us through our stories and experiences.

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Intersectionality is the idea that each individual has many parts of them that make up their being. In this case, the article focuses on being a woman and Muslim. This autoethnography was a little harder for me to read and truly soak in what the authors were talking about. I don't think I will be using this form; however, it was nice to see yet another way that they can be written.

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I enjoyed how this writer chose to describe her experiences through snapshots. It helped me understand her experiences and why she wanted to be a teacher. I would like to write my autoethnography like this. I connected to what she said about one of the reasons she wanted to be is so she could pass on what some of her teachers taught her. There have been multiple teachers in my life that have given me the driving force to want to become a teacher.