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The approach is presented as a three-part educational rationale: increasing student investment, creating bridges to formal academic writing, and supporting learners across proficiency levels. Using lived-experience concepts and liminality theory, the discussion explains how narrative and analytical framing develop critical thinking and facilitate transitions into academy conventions.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/lived-experience-as-pedagogical-resource-towards-an-auto-ethnographic-pedagogy-of-writing/598015/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/lived-experience-as-pedagogical-resource-towards-an-auto-ethnographic-pedagogy-of-writing/598015.png","ImageObject",300,407,{"name":92,"@type":93},"Indoniesian Boy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What makes auto-ethnography suitable as a basis for teaching writing?","Question",{"text":112,"@type":113},"Auto-ethnography positions the writer within the social, cultural, economic, and political frameworks of what is being observed. This positioning is used to motivate students and strengthen both instruction and writing quality.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What are the main reasons for implementing an auto-ethnographic writing pedagogy?",{"text":117,"@type":113},"The text presents a three-fold argument: students gain a stronger stake by writing about personally connected topics, the pedagogy supports a bridge to formal academic writing, and it benefits learners regardless of writing proficiency level.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the pedagogy connect narrative writing to academic conventions?",{"text":121,"@type":113},"The approach adds an analytical exercise that helps students contextualize their narratives within social, cultural, and political components, supporting critical thinking. It is then linked to transitions into academic conventions through debates about personal language in the academy and the concept of liminality.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598015,1792189662,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090760608,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Lived Experience as Pedagogical Resource: Towards an Auto-ethnographic Pedagogy of Writing  \nT. Voorhees  \nBorough of Manhattan Community College/City University of New York  \nAfter reading Deborah Reed-Danahay’s Auto/ethnography: Rewriting the Self and the Social (1997), I came to believe that auto-ethnography could provide an effective basis for a pedagogy for the teaching of writing. The key element of auto-ethnography, as distinct from memoir and autobiography, is the positioning of the writer within the social, cultural, economic, and political framework of what is being observed. I saw immense value in this positioning for students today, especially newer college students who understand their relationship to higher education differently than the students often or twenty years earlier did. My initial sense was that a writing pedagogy based on auto-ethnography would influence not only the students’ disposition towards writing, but also the quality of the writing itself. Therefore, I created a writing pedagogy based on auto-ethnographic research methods to try out on a group of college writing students.  \nI hadjust started working at a small, relatively new college in New England that was surrounded by several very old and highly regarded colleges and universities. The institution was attempting to increase its profile by, among other things, revamping its writing program and the writing requirements for its required general education curriculum. Both the administration and other faculty members, therefore, placed increasing pressure on the writing faculty to turn out students who were better able to handle the demands of multi-disciplinary, college level writing.  \nSupported by the Dean and the Chair of the English department, I designed an autoethnography based pedagogy that would be piloted in all of the sections of the first course in the first-year writing sequence required of all students. I trained the faculty in the basic methods of auto-ethnography, helped them select materials, and set out to collect data. What follows is an account of the experiences of four students and their writing instructor from this pilot population. This trial supports my initial idea that a pedagogy based on auto-ethnography positively enhances college level writing instruction.  \nThe Pedagogical Case for Auto-ethnography  \nThe argument for the implementation of an auto-ethnographic pedagogy of writing is three-fold. Firstly, by allowing students to write about topics with which they are intimately connected, they will have a stronger stake in the educative process. Secondly, the pedagogy can help students create a bridge to formal academic writing. Thirdly, this pedagogy can be beneficial to all learners regardless of writing proficiency level.  \nAn important concept here is the role of lived experience in the writing classroom. This notion is similar to the idea of “funds of knowledge” as discussed by Moll, Amant, Neff, and Gonzalez, and arguably similar to Bourdieu’s notion of cultural capital. An auto-ethnographic writing pedagogy utilizes these sets of knowledge in ways that elevate the student writer to the level of expert. No one knows their experience more than they do and this fosters creative and innovative ways in delivering effective writing instruction.  \nAnother key concept in using an auto-ethnography approach to the teaching of writing is that the students should not only be able to write their stories, but that they should also be able to contextualize their narratives in the social, cultural, and political components of their experience and be able to describe that connection clearly and profoundly. In addition to the experience of writing narratively, the added analytical exercise that goes into considering how everything fits together creates an important exercise in critical thinking.  \nA further benefit for using a pedagogy that draws on students’ lived experience is that it can help them transition more easily to ac","cbCaifj7XpiD2HM2","https://ap.wps.com/l/cbCaifj7XpiD2HM2","pdf",316470,32,"English","# Lived Experience as Pedagogical Resource\n## The Pedagogical Case for Auto-ethnography\n## Establishing the ‘Writing Self’","[{\"question\":\"What makes auto-ethnography suitable as a basis for teaching writing?\",\"answer\":\"Auto-ethnography positions the writer within the social, cultural, economic, and political frameworks of what is being observed. This positioning is used to motivate students and strengthen both instruction and writing quality.\"},{\"question\":\"What are the main reasons for implementing an auto-ethnographic writing pedagogy?\",\"answer\":\"The text presents a three-fold argument: students gain a stronger stake by writing about personally connected topics, the pedagogy supports a bridge to formal academic writing, and it benefits learners regardless of writing proficiency level.\"},{\"question\":\"How does the pedagogy connect narrative writing to academic conventions?\",\"answer\":\"The approach adds an analytical exercise that helps students contextualize their narratives within social, cultural, and political components, supporting critical thinking. It is then linked to transitions into academic conventions through debates about personal language in the academy and the concept of liminality.\"}]","Lived Experience as Pedagogical Resource - Towards an Auto-ethnographic Pedagogy of Writing | PDF",1792086139,81]