In "Religion and American Education," Warren Nord grapples with one of the most difficult aspects of teaching religion: how to help American students, whose religious literacy tends to be severely impoverished, understand religious experience. He writes that "The best substitute for firsthand personal religious experience is…

The Truth and Reconciliation Commission of Canada has calls to action for the inclusion of Indigenous knowledges and teaching practices in classrooms. Western educators have different degrees of willingness, understanding, and skill in teaching Indigenous concepts and their teaching practices can be superficial. Highlighting autoethnographic…

In this paper, the authors utilize critical reflection and autobiographical narratives as a pedagogical tool for aspiring school leaders to examine beliefs and assumptions on equity and social justice in an educational leadership preparation program. Comparative themes related to their developing social justice and equity orientations included:…

This paper explores the value of autoethnography in the context of student teaching and learning. The manuscript situates autoethnography within restorative and critical pedagogies and draws from students' impressions to examine how autoethnography aids in developing self-awareness, empathy, and vulnerability as emotional resiliency. Further…

This Element explores ways to promote critical literacy in teacher education. First, the authors define critical literacy in the context of teacher education through established theoretical frameworks and models of critical literacy pedagogy and share their collective findings on critical literacy research over the course of a decade. Building…

Having recently completed my first decade in China's Normal System, in this Point of Departure (PoD) I explore precarity in higher education teaching using four tools: "slipstream," "fugia hacia adelante," "exophony," and autoethnography. This is an exploration in the form of a structured performance of precarities…

In this article, two autoethnographies from Australia and New Zealand provide a means of engaging students in difficult histories of colonial nations. The first looks to knowledge as a basis of understanding others, and the second focuses on concepts of empathy and vulnerability as a way of understanding difficult histories. Each of these…

Racism is not an anomaly, rather it is an ordinary feature of our world and is a symptom of white supremacy. This article draws from critical race theory and critical pedagogy to make sense of this assertion and to contemplate possible responses. Using an autoethnographic research paradigm, we draw from our own contrasting experiences and…

In this reflective essay, Andrea Avery considers how teaching Lucy Grealy's 1994 Autobiography of a Face in a memoir class functions to cultivate embodied vulnerability among high school seniors. She discusses her own identity as a disabled/chronically ill teacher and how her positioning of and interaction with Grealy's text invites her students…

This paper contributes an autoethnographic account of how Paulo Freire's work shapes understandings of education, social change and the possibilities and practices of social research. Drawing on connections between anthropology and education (Schultz, 2014) that underpin "Pedagogy of the Oppressed" (McKenna, 2013), I explore spaces and…

Over the past two years teacher education programs across the world have faced unprecedented and unexpected challenges that have led to a rapid reconfiguration of in-person teacher training to online formats. For many, this meant reimagining how practice-based teacher education could be envisioned in an online space and without field experiences…

This autoethnographic study explores disruptive moments in a multiliteracies English-as-an-Additional Language (EAL) classroom with young adult students. Using a lens of affect theory, the study presents three strategic sketches (vignettes) to shine a light on unexpected intensities in the learning assemblage, initially assumed to be learner…

This paper employs an autobiographical approach to reflect on some limitations of conventional academic conferences in creating community and supporting deep learning. By and large conventional large conferences tend to be premised on what Brazilian educator Paulo Freire calls the banking model of education and therefore frequently reproduce…

The notion of worldview figures prominently in the recent discourse surrounding Religious Education (RE) in English schools following the publication of the final report of the Commission on Religious Education (CoRE) in 2018. This article reflects on the veracity of this initiative. It begins with an autobiographical reflection on the impact of…

International development and education are often described as embodying colonized, capitalist, and modernist knowledge and practices. I take the position that as educators, our identities and positionalities, while not determinant, do affect our pedagogy of knowledge (re)production in these fields. Using critical autoethnography as methodology,…