Orly Lael Netzer – författare

Recently, "trans" has taken on a number of important theoretical and critical meanings inside and outside the academy. As a prefix, "trans" can attach itself to other words to express or describe movement and change, as it does in the terms "transnational" or "transmedia." Trans is also an adjective when it is part of a word that signifies an identity or expression. Trans has worked as an adjective to destabilize established ideas about gender as it makes new senses of what gender can mean for trans people. Much of the study of life writing is about the study of identity and the possibilities for lives that stories of identity make possible. In that spirit, Trans Narratives: trans, transmedia, transnational represents an opportunity for critical work about life writing by trans people to be featured, as it seeks to interrogate the idea of trans in multiple registers, bringing a prefix to the center of the current field of life-writing studies. It aims to understand through life writing and its theory what trans means when we talk about identities and bodies, and to understand better what the critical terms transmedia and transnational can mean for the field of life writing. The Chapters in this book were originally published as a special issue of a/b: Auto/Biography Studies.

Recently, "trans" has taken on a number of important theoretical and critical meanings inside and outside the academy. As a prefix, "trans" can attach itself to other words to express or describe movement and change, as it does in the terms "transnational" or "transmedia." Trans is also an adjective when it is part of a word that signifies an identity or expression. Trans has worked as an adjective to destabilize established ideas about gender as it makes new senses of what gender can mean for trans people. Much of the study of life writing is about the study of identity and the possibilities for lives that stories of identity make possible. In that spirit, Trans Narratives: trans, transmedia, transnational represents an opportunity for critical work about life writing by trans people to be featured, as it seeks to interrogate the idea of trans in multiple registers, bringing a prefix to the center of the current field of life-writing studies. It aims to understand through life writing and its theory what trans means when we talk about identities and bodies, and to understand better what the critical terms transmedia and transnational can mean for the field of life writing. The Chapters in this book were originally published as a special issue of a/b: Auto/Biography Studies.

Teaching Life Writing: Theory, Methodology, and Practice combines research in life writing and pedagogy to examine the role of life stories in diverse learning contexts, disciplines, and global settings. While life stories are increasingly integrated into curricula, their incorporation raises the risk of reducing them to mere historical evidence. Recognizing the importance of teaching life stories in a manner that goes beyond a surface understanding, life-writing scholars have been consistently exploring innovative pedagogical practices to engage with these stories in ways that encourage dynamic and nuanced conversations about identity, agency, authenticity, memory, and truth, as well as the potential of these narratives to instigate social change.This book assembles contributions from a diverse group of international educators, weaving together life writing research, critical reflection, and concrete pedagogical strategies. The chapters are organized around three overarching conversations: the materials, practices, and mediations involved in teaching life writing within the context of contemporary social change. The unique perspectives presented in this collection provide educators with valuable insights into effectively incorporating life stories into their teaching practices. Featuring works by over a dozen educators, the volume interlaces life writing research, critical reflection, and tangible pedagogical practices.The chapters in this book were originally published as a special issue of a/b: Auto/Biography Studies.

Teaching Life Writing: Theory, Methodology, and Practice combines research in life writing and pedagogy to examine the role of life stories in diverse learning contexts, disciplines, and global settings. While life stories are increasingly integrated into curricula, their incorporation raises the risk of reducing them to mere historical evidence. Recognizing the importance of teaching life stories in a manner that goes beyond a surface understanding, life-writing scholars have been consistently exploring innovative pedagogical practices to engage with these stories in ways that encourage dynamic and nuanced conversations about identity, agency, authenticity, memory, and truth, as well as the potential of these narratives to instigate social change.This book assembles contributions from a diverse group of international educators, weaving together life writing research, critical reflection, and concrete pedagogical strategies. The chapters are organized around three overarching conversations: the materials, practices, and mediations involved in teaching life writing within the context of contemporary social change. The unique perspectives presented in this collection provide educators with valuable insights into effectively incorporating life stories into their teaching practices. Featuring works by over a dozen educators, the volume interlaces life writing research, critical reflection, and tangible pedagogical practices.The chapters in this book were originally published as a special issue of a/b: Auto/Biography Studies.