The Routledge Introduction to Auto/biography in Canada explores the exciting world of nonfiction writing about the self, designed to give teachers and students the tools they need to study both canonical and lesser-known works. The volume introduces important texts and contexts for interpreting life narratives, demonstrates the conceptual tools necessary to understand what life narratives are and how they work, and offers an historical overview of key moments in Canadian auto/biography. Not sure what life writing in Canada is, or how to study it? This critical introduction covers the tools and approaches you require in order to undertake your own interpretation of life writing texts. You will encounter nonfictional writing about individual lives and experiences-including biography, autobiography, letters, diaries, comics, poetry, plays, and memoirs. The volume includes case studies to provide examples of how to study and research life narratives and toolkits to help you apply what you learn. The Routledge Introduction to Auto/biography in Canada provides instructors and students with the contexts and the critical tools to discover the power of life writing, and the skills to study any kind of nonfiction, from Canada and around the world.

The contemporary 'boom' in the publication and consumption of auto/biographical representation has made life narratives a popular and compelling subject for twenty-first century classrooms. The proliferation of forms, media, terminologies, and disciplinary approaches in a range of educational contexts invites discussion of how and why we teach these materials. Drawing on their experiences in disciplines including creative writing, language studies, education, literary studies, linguistics, and psychology, contributors to this volume explore some of the central issues that inspire, enable, and complicate the teaching of life writing subjects and texts, examining the ideologies, issues, methods, and practices that underpin contemporary pedagogies of auto/biography. The collection acknowledges the potential perils that life writing texts and subjects represent for instructors, with a series of short essays by leading auto/biography scholars who reflect on their failed experiences teaching life narratives, and share strategies for negotiating the particular challenges these texts can present. Exploring issues including teaching across genres, analyzing writing about trauma, decolonizing pedagogies, and challenging assumptions (our own, our students', and our colleagues'), Teaching Lives illuminates what makes the teaching of life narratives different from teaching other kinds of subjects or texts, and why auto/biography has such a critical role to play in contemporary education. This book was originally published as a special issue of a/b: Auto/Biography Studies.

The Routledge Introduction to Auto/biography in Canada explores the exciting world of nonfiction writing about the self, designed to give teachers and students the tools they need to study both canonical and lesser-known works. The volume introduces important texts and contexts for interpreting life narratives, demonstrates the conceptual tools necessary to understand what life narratives are and how they work, and offers an historical overview of key moments in Canadian auto/biography. Not sure what life writing in Canada is, or how to study it? This critical introduction covers the tools and approaches you require in order to undertake your own interpretation of life writing texts. You will encounter nonfictional writing about individual lives and experiences-including biography, autobiography, letters, diaries, comics, poetry, plays, and memoirs. The volume includes case studies to provide examples of how to study and research life narratives and toolkits to help you apply what you learn. The Routledge Introduction to Auto/biography in Canada provides instructors and students with the contexts and the critical tools to discover the power of life writing, and the skills to study any kind of nonfiction, from Canada and around the world.

The contemporary 'boom' in the publication and consumption of auto/biographical representation has made life narratives a popular and compelling subject for twenty-first century classrooms. The proliferation of forms, media, terminologies, and disciplinary approaches in a range of educational contexts invites discussion of how and why we teach these materials. Drawing on their experiences in disciplines including creative writing, language studies, education, literary studies, linguistics, and psychology, contributors to this volume explore some of the central issues that inspire, enable, and complicate the teaching of life writing subjects and texts, examining the ideologies, issues, methods, and practices that underpin contemporary pedagogies of auto/biography. The collection acknowledges the potential perils that life writing texts and subjects represent for instructors, with a series of short essays by leading auto/biography scholars who reflect on their failed experiences teaching life narratives, and share strategies for negotiating the particular challenges these texts can present. Exploring issues including teaching across genres, analyzing writing about trauma, decolonizing pedagogies, and challenging assumptions (our own, our students', and our colleagues'), Teaching Lives illuminates what makes the teaching of life narratives different from teaching other kinds of subjects or texts, and why auto/biography has such a critical role to play in contemporary education. This book was originally published as a special issue of a/b: Auto/Biography Studies.