Abstract
This chapter begins with a brief overview of the purpose and goals of critical autoethnography, the connection between critical autoethnography and performance/performative writing, and the pedagogical functions that critical autoethnography might serve in the academy and beyond. The primary argument and ethos that informs this overview is the idea that critical autoethnography is a particularly agile approach for understanding and transforming the lived experience of selves and cultures as they are encountered and lived within systems and discourses of power, oppression, and privilege. In addition to this overview and argument, this chapter includes brief introductions to each of the major sections of the volume and the chapters included in each section of the book.
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Holman Jones, S. (2018). Creative Selves/Creative Cultures: Critical Autoethnography, Performance, and Pedagogy. In: Holman Jones, S., Pruyn, M. (eds) Creative Selves / Creative Cultures. Creativity, Education and the Arts. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-47527-1_1
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