Abstract

Drafted in the wake of Hurricane María in Puerto Rico, this article explores the potential benefits of students writing unrevised, real-time auto/biographical narratives as an element of disaster pedagogy. The lesson of the ugly auto/biography builds on an impromptu post-9/11 assignment and allows students the space to resituate themselves in the classroom after facing natural and/or national disasters. This article argues that such narratives offer faculty means to be present and active for students in times of crisis and tragedy, teach more complex and nuanced critical reading skills, and explore the structures of contextual frameworks necessary for close readings while modeling vital research practices.

Journal
Pedagogy
Published
2019-01-01
DOI
10.1215/15314200-7173718
Open Access
Closed

Citation Context

Cited by in this index (1)

  1. Pedagogy

Cites in this index (0)

No references match articles in this index.

Also cites 6 works outside this index ↓
  1. Coming to Life: Teaching Undergraduates to Write Autobiography
    a/b: Auto/Biography Studies  
  2. I Is for Agency: Education, Social Justice, and Auto/Biographical Practices
    Revista Brasileira de Pesquisa (Auto)Biográfica  
  3. Autobiographical Narratives: Pedagogical Practice as a Lifeline for Hospitalized Children
    a/b: Auto/Biography Studies  
  4. Out of Life: Routes, Refugees, Rescue
    a/b: Auto/Biography Studies  
  5. Mapping Lives across Borders
    a/b: Auto/Biography Studies  
  6. Postcolonial Life-Writing: Culture, Politics and Self-Representation
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