Abstract
In this paper, we explore the use of ‘estrangement’ autoethnography as a means to encourage student autonomy and enhance learning. We include a case study of a structured activity requiring estrangement in consumer spaces to challenge student perspectives of normal environments. Our students welcomed the activity as one which changed their perspectives on consumer culture, and which gave them experiential knowledge on which to base their use of theory. Through exploring this kind of activity as part of learning and teaching practice in cultural studies, this paper contributes evidence of the effectiveness of autoethnography in enhancing university student learning and provides a model for undertaking the performance of ‘estrangement’.
| Original language | English |
|---|---|
| Pages (from-to) | 101-112 |
| Number of pages | 12 |
| Journal | Teaching in Higher Education |
| Volume | 19 |
| Issue number | 2 |
| Early online date | 11 Sept 2013 |
| DOIs | |
| Publication status | Published - 2014 |
Bibliographical note
This is an Accepted Manuscript of an article published by Taylor & Francis in Teaching in Higher Education, on 10/08/2013, available online: http://www.tandfonline.com/10.1080/13562517.2013.836100Copyright © and Moral Rights are retained by the author(s) and/ or other copyright owners. A copy can be downloaded for personal non-commercial research or study, without prior permission or charge. This item cannot be reproduced or quoted extensively from without first obtaining permission in writing from the copyright holder(s). The content must not be changed in any way or sold commercially in any format or medium without the formal permission of the copyright holders.
Keywords
- autoethnography
- estrangement
- consumer culture
- cultural studies
- experiential learning