Action, Criticism, and Theory for Music Education July 2019. Vol 18 (2): 57–72. doi:10.22176/act18.1.57 © Louise Godwin. The content of this article is the sole responsibility of the author. The ACT Jour- nal and the Mayday Group are not liable for any legal actions that may arise involving the article's content, including, but not limited to, copyright infringement. 57 The Sound of My Voice: Self-Revelation Through Autoethnography Louise Godwin RMIT University, Australia This essay represents my attempt to develop an expanded voice-as-researcher. My intent is to create a space for an improvisatory and playful process of self-discovery through writing aimed at extracting deeply-held, even concealed, possibilities rarely invoked in my practices as researcher. To facilitate this process of self-discovery, I use a binary- constructed notion of my separate musician and researcher voices to experiment with placing three previously created text-based and musical works in dialogue. Reflecting on my bricoleur researcher tendencies, I tinker with methodology, lightly appropriating a post-representational approach to frame these works as co-researcher-provocateurs in this essay. Punctuating the essay with moments of autoethnographic writing, I weave these text-based and musical works together with two gestures—the cartographic system of Fernand Deligny’s wander lines and the musical form of Charles Ives’s String Quartet No. 2—to explore the challenges of navigating identity, voice, and self-disclosure in schol- arship. The essay concludes with a confession of anxiety as an illusionary deceit, and the final self-revelation of my voice. My sound. Keywords: self-disclosure, self-revelation, autoethnography, identity, anxiety Whoever is educated by anxiety is educated by possibility, and only he who is educated by possibility is educated according to his infinitude. Therefore possi- bility is the weightiest of all categories. (Kierkegaard [1844] 2014, 110) n this essay, I embrace the weight of possibility in my reflection on the prob- lems and potentials around self-disclosure and the development of researcher voice in scholarship. I use the one-way mirror to metaphorise a research frame and conceive the identity project as socially—and individually—mediated process, and to playfully obfuscate the boundaries between different representa- tions of voice. Inspired by Max van Manen’s (2007) representation of phenome- nology of practice, this process opens up “possibilities for creating formative relations between being and acting, self and other, interiorities and exteriorities, I