ABSTRACT
Alexander's chapter demonstrates his use of autoethnography as a mode of teaching, examining, and illuminating aspects of everyday lived experience. He outlines strategies of engagement and theoretical perspectives of doing autoethnography as public, performative, and border pedagogies in a performance of possibilities. He contextualizes the methodology in an autoethnography on a Black father/son relationship in an epistolary form, a letter to his father. He then uses the procedural considerations of the method as questions he requires of his students and applies them to his own offered autoethnography as a template of analysis. The chapter ends with Alexander asking the reader questions about their orientation to doing autoethnography as critical and creative endeavor.
