Abstract
In this autoethnography regarding the writing and sharing of an educational autofiction, I explore the vulnerability inherent in moving from the imagined to the real in a pedagogical context. Autoethnographic fiction is a scholarly method with the potential to disrupt traditional, science-based discourses dominant in health profession education. This potential was enacted in a senior undergraduate dietetics class when students were invited to read and write their own autoethnographies. Marked by vulnerability, I came to embody the transformative theory of being unfinalized as I endeavoured to resist the way things have always been in dietetics and make visible the emotional process of writing autoethnographic fiction as a move towards personal and social transformation.
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