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Using autobiographical storytelling to inform pedagogy in higher education

What is it about?

The authors reflect on their experience of leaving higher education and use their reflection on these stories to inform pedagogy on a creative writing course. The article weaves stories from the two authors with pedagogic research to create a multi-layered text that offers insights on their experience of co-developing a module.

Why is it important?

Evolves autoethnography as a methodology and argues that this approach can help tutors to inform and enhance their approaches to teaching and research.

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