Queer(ing) Critical Auto-Ethnography: A Method for Queer Multicultural Education Curriculum Development

• In Event: 51.079 - MTCC Roundtable Session 22
  In Roundtable Session: 51.079-5 - LGBTQ Research Methods and Queering "Multimodal Evidence"

Abstract

Queering critical autoethnography as a method for curriculum development moves beyond theory and pragmatically applies queer research methods and frameworks. In this paper, the author introduces critical autoethnography and discusses how it is a queer narrative method. She then argues that queering this method further by using it for curriculum development—simultaneously queering the act of curriculum development—may provide curriculum workers with opportunities to explore their multicultural identities (e.g., race/ethnicity, socioeconomic status, exceptionality, religion, sexual orientation, and gender), which may lead to a better understanding of themselves and others—including their students—thereby becoming more effective and just multicultural educators.

Author

• Michelle Lynn Knaier, Purdue University