This special issue on duoethnography marks a major turning point in the evolution of this methodology. Ten years ago, we—Rick Sawyer and Joe Norris—began to reach an impasse in conducting qualitative research. As poststructuralists, we were blocked by a crisis of representation, which for us meant the impossibility of representing another person’s views. The standard forms of ensuring trustworthiness in research—engaging in triangulation, conducting member checks, grounding discussions in the research participants’ language, bracketing ourselves out of the study, reporting findings fully and candidly, and engaging in reflexivity while remaining neutral—seemed only to exacerbate our concerns and block our output. We had to acknowledge that as we thought and wrote about our research, we were creating new personal meanings and representations. We had to acknowledge to ourselves that our process was, for us, dishonest. We began to think that our presentation of ‘‘findings’’was a process to persuade readers that our views were our participants’. We started to examine how we framed our inquiry representations and began to wonder, as we relied on our own scripted and socialized ways of knowing and telling, whether we were framing our findings within normative and oppressive discourses (and of course we were). So we decided to explore our stories in dialogue. We sought not to use ourselves as the subject but engage in dialogic imagination and promote heteroglossia—a multivoiced and critical tension (Bakhtin, 1981). In short, we sought to turn the inquiry lens on ourselves, not as the topic, but as the site of an archeological examination of the formation of our beliefs, values, and ways of knowing (Wilson & Oberg, 2002). Drawing from Bakhtin, we sought a destabilizing dialogue in which the act of utterance creates a context where a word ‘‘becomes relativized, deprivileged, aware of competing definitions for the same things’’(Holquist, 1981, p. 427). Drawing from Pinar (1975), we came to view our dialogic research as an informal curriculum or currere that teaches individuals how to both act and give