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.
How to Cite:
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 1(2014).
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