Abstract
This paper will focus on how autoethnography helps adult educator foster critical thinking skills in adult and higher education and will address the following areas: autoethnography, critical thinking, and examples of the autoethnographic teaching methodology. This paper will conclude with some discussion and implications for implementing autoethnography in teaching adults.
Creative Commons License
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Recommended Citation
Misawa, M.
(2014).
Autoethnography as a Way to Foster Critical Thinking Skills for
Academicians in Adult and Higher Education: A Queer (Asian) Crit
Perspective and Example.
Adult Education Research Conference.
https://newprairiepress.org/aerc/2014/papers/52
Autoethnography as a Way to Foster Critical Thinking Skills for Academicians in Adult and Higher Education: A Queer (Asian) Crit Perspective and Example
This paper will focus on how autoethnography helps adult educator foster critical thinking skills in adult and higher education and will address the following areas: autoethnography, critical thinking, and examples of the autoethnographic teaching methodology. This paper will conclude with some discussion and implications for implementing autoethnography in teaching adults.
