When School Is Home and Home Is Work

Abstract

This essay discloses the journey of two women as they become faculty-in-residence (FIR) at different institutions. Though far apart physically, the authors utilize a method of collaborative autoethnography to reflect on how their experiences marked boundaries, allowed for self-care, and supported residential education and community. Storied moments highlight issues of emotional labor, especially for female FIRs; out-of-class interactions with students; intricate balancing of being a faculty and a resident; and the challenges and advantages of “homing” on campus.