This paper, coauthored by mother and son (aged 10 at the time of writing, 12 at time of revisions), reports on the collaborative research experience during a 2.5-year-long autoethnographic study, which focused on bringing back the family heritage language after a 2-year break. Through a joint research diary, we regularly and rigorously chronicled both language-related conversations and our emotions linked to the process of bringing back the heritage language. Frustration, guilt, joy, exasperation, and pride were jointly discussed via what we call an un/familiar space. This paper explores the evolution of this space, linking it to Bhabha’s third space theory and Gadamer’s fusion of horizons. We present the un/familiar space both as an epistemological stance and as a methodological tool for intergenerational autoethnography, enabling both parents and children to engage with each other in a more neutral space, deliberately removed from traditional family roles. Further, we critically engage with the role of children as co-creators of knowledge within this space, contributing longitudinal data of co-construction and critical reflection from two generations to the research community.

这份由母亲和儿子共同撰写的文章（撰写本文时为10岁，修订时为12岁）报告了一项为期2.5年的民族志研究中的合作研究经验，该研究的重点是在回国后恢复家庭传承语言。 2年的休息时间。通过联合研究日记，我们定期严格地记录与语言有关的对话，以及与恢复传统语言的过程相关的情感。挫败感，内joy感，喜悦感，生气和自豪感是通过我们所谓的陌生空间共同讨论的。本文探讨了该空间的演变，并将其与巴巴的第三种空间理论和伽达默尔的视界融合联系在一起。我们将不熟悉的空间既作为认识论立场，又作为代际人种志研究的方法论工具，使父母和孩子都可以在一个更加中性的空间中彼此互动，而这是故意从传统的家庭角色中移除的。此外，我们批判性地发挥了儿童在这个空间中作为知识的共同创造者的作用，为两代人向研究界贡献了共同建构和批判性反思的纵向数据。