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ERIC Number: EJ906339
Record Type: Journal
Publication Date: 2010-Nov
Pages: 26
Abstractor: As Provided
ISSN: ISSN-0034-527X
Starting with Self: Teaching Autoethnography to Foster Critically Caring Literacies
Camangian, Patrick
Research in the Teaching of English, v45 n2 p179-204 Nov 2010
This article illustrates the application of critical literacy (Freire & Macedo, 1987; Gutierrez, 2008; Morrell, 2007) pedagogies that draw from young people's funds of knowledge (Moll, Amanti, Neff, & Gonzalez, 1992) to actively nurture personally, authentically, and culturally caring relationships (Howard, 2002; Noddings, 1992; Valenzuela, 1999) that reflect a concern for students' lives. Specifically, it discusses the impact of students performing autoethnographies (Alexander, 2005; Carey-Webb, 2001)--cultural narratives that build toward critical social analysis--as a means toward increasing critical self-reflection and building compassionate relationships between youth of color with fractured collective identities. Such approaches, as I argue, can tap into youth confusion and anger in order to engage them as critical readers, writers, and oral communicators. The findings suggest that autoethnographies increased students' knowledge of self and, upon recognizing one another's all-too-familiar struggles, the classroom climate became more conducive to constructing a critical common identity among youth of color. In this way, the article has implications for building classroom relationships that make for more effective pedagogies engaging dispossessed, working-class children of color with culturally relevant critical literacy teaching practices. (Contains 1 note.)
National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California