Ruixue Zhang

DOI:    https://doi.org/10.4208/itl.20240105

Innovative Teaching and Learning, Vol. 6 (2024), Iss. 1 : pp. 40–54

Published online:    2024-01

Abstract

How can college education, especially language and literature studies, help students better understand themselves and the world they live in? How does a language or literature teacher connect reading and writing activities with the broader society beyond class? This autoethnographic essay reflects upon these two questions through a critical examination of my use of autoethnography in college writing courses. Drawing from communication theories and my own teaching experience, I will demonstrate how teaching autoethnography develops students’ critical thinking skills and motivates them to connect their learning with broader social issues. The paper will first share my struggles as a literature scholar and college writing teacher. Then I will discuss how my autoethnography teaching bridges teaching with research and helps students better understand language.

Keywords

autoethnographycollege writing embodied teaching critical thinking.

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