This collaborative autoethnography describes the multiple subject positions and dynamics of our identities as transnational female teacher educators. Decolonizing mainstream epistemology and research tradition, we explore a unique dialogic research process called the suda methodology. The aims are twofold. First, to theorize suda as our framework as well as a research methodology, we explain, describe, and construct the meanings of suda, which is derived from Korean cultural background. Second, we show our suda sessions and discuss how the suda approach helped us challenge against mainstream epistemology, which is also a journey to build our academic home in a rhizomatic way.

这项协作性的民族志学描述了我们作为跨国女教师教育者的身份的多个主题位置和动态。通过使主流认识论和研究传统脱轨，我们探索了一种独特的对话研究过程，称为suda方法论。目的是双重的。首先，为了将suda作为我们的框架和研究方法进行理论化，我们解释，描述和构建suda的含义，它源自韩国文化背景。其次，我们展示我们的suda会议，并讨论suda方法如何帮助我们挑战主流认识论，这也是以根际方法建立学术家园的旅程。