Autoethnography taught me a great deal about my embodied experience of chronic kidney disease, research as an embodied act, and my stance as a researcher. As a methodology, it has long proven useful for a variety of research fields, not the least education (Hayler, 2011; Sparkes, 1996; Starr, 2010). In South Africa, autoethnography has been used to interpret experiences in the changing landscape of higher education (Grossi, 2006; Harrison, 2009) because it offers researchers a number of possibilities concerning identity and transformation work, including problematising traditional categorisations and old hierarchies.