This article is an autoethnographic performative account based on my story as a transnational adopted academic disabled scholar of color finding my own sense of personal and professional “home.” The format was constructed based on my previous work of specific movie scenes and corresponding dialogue appearing throughout the text. The resulting piece showcases the journey and the struggles to find and to intentionally build my home in the academy using my complex identities as the foundation.
BhattacharyaK. (2018). Coloring memories and imaginations of “home”: Crafting a de/colonizing autoethnography. Cultural Studies ↔ Critical Methodologies, 18(1), 9–15. https://doi.org/10.1177/1532708617734010
3.
BrodzinskyD. M.SchechterM. D.HenigR. M. (1993). Being adopted: The lifelong search for self. Anchor Books Edition.
4.
CohenF. (2015). Tracing the red thread: Chinese–US transnational adoption and the legacies of “home.”Anthropologica, 57(1), 41–52.
5.
DelgadoF. (2009). Reflections on being/performing Latino identity in the academy. Text and Performance Quarterly, 29(2), 149–164. https://doi.org/10.1080/10462930902774858
6.
DenzinN. K. (2006). Analytic autoethnography, or déjà vu all over again. Journal of Contemporary Ethnography, 35, 419–428. https://doi.org/10.1177/0891241606286985
7.
EllisC. (2004). The ethnographic I: A methodological novel about autoethnography. Altamira Press.
8.
Forber-PrattA. J. (2015). “You’re going to do what?”: Challenges of autoethnography in the academy. Qualitative Inquiry, 21(9), 821–835. https://doi.org/10.1177/1077800415574908
9.
Forber-PrattA. J. (2017). “Not everybody can take trips like this”: A Paralympian’s Perspective on Educating about Disability Around the World. In HadlerS.AssafL. (Eds.), Inclusion, disability & culture: Ethnographic approach traversing abilities and challenges (pp. 59–75). Springer. https://doi.org/10.1007/978-3-319-55224-8_5
10.
Forber-PrattA. J. (2019). Musings from the streets of India: Voice for the disabled who are non-verbal. Qualitative Inquiry, 26, 827–832. https://doi.org/10.1177/1077800419846635
11.
Forber-PrattA. J.LyewD. A. (2019). A model case: Specialized group home for girls with disabilities in India. Child and Adolescent Social Work Journal, 37, 315–327. https://doi.org/10.1007/s10560-019-00633-8
12.
HernandezK. A. C.NgunjiriF. W.ChangH. (2015). Exploiting the margins in higher education: A collaborative autoethnography of three foreign-born female faculty of color. International Journal of Qualitative Studies in Education, 28(5), 533–551.
13.
LiftonB. J. (2008). Journey of the adopted self: A quest for wholeness. Basic Books.
PearsonH. (2010). Complicating intersectionality through the identities of a hard of hearing Korean adoptee: An autoethnography. Equity & Excellence in Education, 43(3), 341–356. https://doi.org/10.1080/10665684.2010.496642
16.
StanleyC. A. (2006). Coloring the academic landscape: Faculty of color breaking the silence in predominantly White colleges and universities. American Educational Research Journal, 43(4), 701–736. https://doi.org/10.3102/00028312043004701
17.
VerrierN. N. (1993). The primal wound: Understanding the adopted child. Gateway Press.
18.
WooS. (2010). “A new American comes ‘home’”: Race, nation, and the immigration of Korean War adoptees, “GI babies,” and brides [Doctoral dissertation]. ProQuest. (UMI 3395980)
19.
YngvessonB. (2003). Going “home”: Adoption, loss of bearings, and the mythology of roots. Social Text, 21(1), 7–27.
20.
YngvessonB.MahoneyM. A. (2000). “As one should, ought and wants to be”: Belonging and authenticity in identity narratives. Theory, Culture & Society, 17(6), 77–110. https://doi.org/10.1177/02632760022051509