Meri Atmakatha (My Autobiography): Exploring Autobiographical Narratives of Adolescents through Social Science Pedagogy in a School-based Ethnography

The paper shows how one can surpass “the front” (Goffman, 1956) of classroom and pedagogical spaces through intersectional positionality and facilitating enduring learning experiences for students and how one can understand individuals’ social identity through curricular experiences (Wortham, 2006) using a certain “pedagogical intent” (Van Manen, 1991), intersectional contextualised methodology (Farooqi, 2020), and democratic pedagogical situations (Apple & Beane, 2006).