Using systems theory as a lens, instructor misbehaviors were examined in the context of the college classroom to determine if student-to-student connectedness mediated the relationships between instructor misbehaviors and student involvement and affective learning. Student-to-student connectedness mediated the relationships between instructor apathy and students' willingness to talk in class and self-regulated learning. For example, when instructors are perceived as apathetic, students can still create a supportive, connected communication environment that facilitates positive learning outcomes. Connectedness partially mediated the relationships between irresponsibility and derisiveness, and students' willingness to talk in class and self-regulated learning. However, connectedness did not mediate the relationships between instructor misbehaviors and affective learning. When instructor misbehaviors occur in the classroom, students may still experience positive learning outcomes through a connected classroom climate; however, in the end, students are likely to negatively evaluate the instructor and course.The aim of many instructors is to motivate student learning and foster satisfying relationships in the classroom (Ellis, 2004). Davis (1999) suggested whatever level of Robert J. Sidelinger (Ed.D.

This story tells about an accident that occurred at the 2016 International Congress of Qualitative Inquiry. The first author presents her autoethnography of her partner’s fall and her subsequent reaction. Then to complicate and deepen her telling, she crafts a second multivoiced account from the responses of eight people who were part of the event. The participants’ stories are juxtaposed to tell a multivoiced tale and to theorize what happened in an experience-near mode. Twice-told multivoiced autoethnography brings other voices, subjectivities, and interpretations into our autoethnographic accounts, providing a collective consciousness and offering the possibility of initiating conversations about the values of care and empathy connected with the project of autoethnography.

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In 2009, Toyosaki, Pensoneau-Conway, Wendt, and Leathers developed a collaborative writing method called community autoethnography (CAE). Participants dialogically collaborate through writing in order to “resituate identified social/cultural and sensitive issues” with the explicit goals of community-building and “cultural and social intervention.” In this article, we use CAE to explore and interrogate the politics, ethics, and boundaries of our collaborations and relationships. As individuals entering this collaborative engagement, we occupy various positions in relation to each other—stranger, best friend, student-turned-colleague/friend, student-friend, sibling, and so on. Each of these positions is subsequently complicated by social positions and relational politics that necessarily inform the process of collaborative writing. We write vulnerabilities across boundaries and between relationships, and in the process, with careful purpose, we write the becoming of new relationships, the becoming of community.

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