ABSTRACT
This chapter addresses the issues surrounding the increasingly widespread use of auto/biographical writing within educational practice. In so doing, it draws on and extends discussions of language, literacy, curriculum and pedagogy as forms of cultural politics and practice. In particular, this chapter locates embodiment and auto/biography as mutually informing versions of social location and literacy practices. That is, herein I strive to make problematic the body of stories that both constitute and are constitutive of ways of being literate in the world: auto/biography and/as pedagogy, as desiring practice.
