Document Type
Article
Article Version
Pre-print
Publication Date
Fall 1992
Abstract
In this essay I explore the themes of accommodation and resistance as they emerge in stories autobiographers tell about their early schooling. My concern is to illustrate how educational autobiographies can add to an understanding of the process of normalization that children experience in school. Many forms of expres- sion can rightly he called autobiographical and all written autobiographies are in some sense educational.2 My discussion here, however, draws only on written texts intended for publication as autobiographies that have recounted their authors formal educational experiences.
Publication Title
Educational Theory
Repository Citation
Franzosa, Susan D., "Authoring the Educated Self: Educational Autobiography and Resistance" (1992). School of Education and Human Development Faculty Publications. 4.
https://digitalcommons.fairfield.edu/education-facultypubs/4
Published Citation
Franzosa, Susan Douglas. "Authoring the Educated Self: Educational Autobiography and Resistance," Educational Theory, 42(4) Fall 1992, 395-412.
DOI
10.1111/j.1741-5446.1992.00395.x
Comments
Copyright Wiley-Blackwell 1992.
This is the author’s pre-print version of an article submitted for publication and subsequently published in Educational Theory. The definitive version is available at www3.interscience.wiley.com. DOI: 10.1111/j.1741-5446.1992.00395.x