This article builds on the social justice and critical and emancipatorydimensions of practitioner inquiry in education. The aim is todemonstrate the potential and challenges of collaborative autoeth-nography for institutional change, transformative learning andnorm critique. Taking Jack Mezirow’s and Paulo Freire’s theoreticalframework as a starting point, I analyse four autoethnographiccases conducted by Swedish teachers. I demonstrate the ways inwhich autoethnography may help teachers realise their own silenceand unresponsiveness regarding oppression related to ethnicity,gender, professional role and generational hierarchies in preschoolsand schools. The collaborative autoethnography also instigatesteachers’ realisation of space-time dynamics and other institutiona-lised constraints and their constitutive power over practices, feel-ings, understandings and social relations. The transformativelearning that has emerged from collaborative autoethnographyhas led us to recognise the necessity and challenges of conductingempirical analysis, engaging in self-reflection and dialogue, andtransforming institutionalised and personal practices and norms.While bringing about institutional change has been challenging,individual and relational transformation has been more achievable.I argue that top-down initiated practitioner inquiry with colleaguesand superiors at one’s workplace may be more challenging, andI also argue for the benefits of engaging in practitioner inquiry withpeople outside one’s own organisation.