Despite being focused on research about and with the self, thereby generally eschewing overt data collection with other participants, autoethnography generates a number of ethical questions and sometimes dilemmas. While diverse concepts and strategies exist to engage with such questions and dilemmas, I have a continuing interest in the ethical debate between the philosophers Martin Buber (Buber, M. (1937). I and thou (R. G. Smith, Trans.). T. & T. Clark.) and Emmanuel Levinas (Morgan, The Cambridge introduction to Emmanuel Levinas, Cambridge University Press, 2011) as a conceptually rich stimulus for rethinking education research ethics more broadly and autoethnography specifically. This chapter posits that, by taking up the Buber–Levinas debate, it is possible for autoethnographers to contribute to ongoing methodological innovation from an ethical perspective. I illustrate this proposition by revisiting two previously published autoethnographic accounts.