A Face for My Autobiography: Lucy Grealy and Embodied Vulnerability

Autor/in	Avery, Andrea
Titel	A Face for My Autobiography: Lucy Grealy and Embodied Vulnerability
Quelle	In: Harvard Educational Review, 92 (2022) 3, S.321-335 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Avery, Andrea)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0017-8055
Schlagwörter	High School Seniors; Autobiographies; Disabilities; Chronic Illness; Psychological Patterns; Human Body; Self Concept; Reflection; Literature Appreciation; Writing Instruction; Teaching Methods; High School Teachers + Suchen Sie Ihr Suchwort? Autobiography; Autobiografie; Autobiographie; Handicap; Behinderung; Chronic disease; Chronische Krankheit; Menschlicher Körper; Selbstkonzept; Literarische Wertung; Schreibunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende
Abstract	In this reflective essay, Andrea Avery considers how teaching Lucy Grealy's 1994 Autobiography of a Face in a memoir class functions to cultivate embodied vulnerability among high school seniors. She discusses her own identity as a disabled/chronically ill teacher and how her positioning of and interaction with Grealy's text invites her students to "see" her body and to use autobiographical writing to see and claim their own bodies. She reflects on the particular challenges she has faced in pursuit of the goal of liberatory educational practice wherein, as theorized by bell hooks, the empowerment of all people in the space depends on the teacher's willingness to make herself vulnerable alongside her students. (As Provided).
Anmerkungen	Harvard Education Publishing Group. 8 Story Street First Floor, Cambridge, MA 02138. Tel: 617-495-3432; Fax: 617-496-3584; e-mail: hepg@harvard.edu; Web site: http://hepg.org/her-home/home
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01