Autoethnographic Explorations of Lived Raciolinguistic Experiences among Multilingual Scholars: Looking Inward to Move Forward. Edited by QianqianZhang‐Wu and BridgetGoodman. Multilingual Matters, 2025. Pp. 253, £39.99 (Pbk), ISBN 978‐1‐032‐00187‐6

When undertaking the task of understanding, investigating, and writing about our social and linguistic world, the research serves as a mirror reflecting the applied linguist. Yet, applied linguistics has unevenly embraced reflexivity, ranging from positionality statements to autoethnographic studies that inform readers about how their perspective influences their research. This has resulted in scholars (King, 2024; Yazan, 2024) advocating that researchers are humans who have assumptions, attitudes, experiences, and values that, in turn, impact the study. This is regardless of whether it is mixed-methods, qualitative, or quantitative, or as a source to study an experienced phenomenon built upon their emotional integrity. By embracing reflexivity – scars and all (e.g., their ideologies and subjectivities), Zhang-Wu and Goodman’s edited volume is a powerful representation of how TESOL teacher educators can create a space to confront institutionalized whiteness (e.g., Green-Eneix, 2025) and raciolinguistic ideologies that still grip the profession (Von Esch et al., 2020). The edited volume embraces the reflexive turn by having each chapter utilize an autoethnographic approach. This encourages researchers to actively engage with their situated subjectivities through a continuous, moment-driven process. Contributors theorize ways to (re)represent a positive sense of identity (Jones; Kim; You), (re)connect with linguistic practices (Amantayev; Cushman), (re)member one’s cultural background (Jones) and journeys into academia (Shinjee; Zhang-Wu), (re)position oneself as scholars (Becker; Goodman; Mpendukana & Thompson; Wu & Leung), and (re)claim ones, space in the community and heal (Alarcón; Barros; Sangai).