What is it about?

The authors reflect on their experience of leaving higher education and use their reflection on these stories to inform pedagogy on a creative writing course. The article weaves stories from the two authors with pedagogic research to create a multi-layered text that offers insights on their experience of co-developing a module.

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Why is it important?

Evolves autoethnography as a methodology and argues that this approach can help tutors to inform and enhance their approaches to teaching and research.


The article draws on my lived experiences as a graduate, the mistakes I made, worries I had, ambitions I knew and also didn't know were mine. Reflection on this time is then used to inform teaching on a creative writing course at the University of Brighton, working with undergraduates who are about to leave higher education and helping them to navigate the liminal space post-graduation can open up.

jess moriarty
University of Brighton

Read the Original

This page is a summary of: ‘Storying the self’: Autobiography as pedagogy in undergraduate creative writing teaching, Journal of Writing in Creative Practice, April 2019, Intellect,
DOI: 10.1386/jwcp.12.1-2.91_1.
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