Autobiographies Of Transformation
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Autobiography
Author: Carolyn A. Barros
language: en
Publisher: University of Michigan Press
Release Date: 2026-02-16
In Autobiography: Narrative of Transformation, Carolyn Barros creates a primer for the study of autobiography, a genre many consider highly problematic. She sees autobiography as a "narrative of transformation"--a text that presents the "before" and "after" of an individual's life. Focusing on autobiography as narrative, of something that "happened to me," Barros highlights the various metamorphoses that are emplotted, bounded, and framed by the author's language and demonstrates that change is the operative metaphor in autobiographical discourse. The study focuses primarily on autobiographies from the rich Victorian period. Thomas Carlyle's Sartor Resartus, as it self-consciously fictionalized the composition of Diogenes Teufelsdröckh's life narrative, provides a striking analog and paradigm for introducing the study and its methodological approach. Barros's major chapters on John Henry Cardinal Newman, John Stuart Mill, Charles Darwin, and Margaret Oliphant detail four very different types of autobiographical transformation -- religious, philosophical, scientific, and literary -- and in Barros's judgment establish benchmarks for considering autobiographies from antiquity to the present. A final chapter discusses autobiography's significance to an individual writer's corpus, to a particular culture, and finally to a history of "narratives of transformation."
Postcolonial Theory and Autobiography
Cultural theory has often been criticized for covert Eurocentric and universalist tendencies. Its concepts and ideas are implicitly applicable to everyone, ironing over any individuality or cultural difference. Postcolonial theory has challenged these limitations of cultural theory, and Postcolonial Theory and Autobiography addresses the central challenge posed by its autobiographical turn. Despite the fact that autobiography is frequently dismissed for its Western, masculine bias, David Huddart argues for its continued relevance as a central explanatory category in understanding postcolonial theory and its relation to subjectivity. Focusing on the influence of post-structuralist theory on postcolonial theory and vice versa, this study suggests that autobiography constitutes a general philosophical resistance to universal concepts and theories. Offering a fresh perspective on familiar critical figures like Edward W. Said and Gayatri Chakravorty Spivak, by putting them in the context of readings of the work of Jacques Derrida, Gilles Deleuze, and Alain Badiou, this book relates the theory of autobiography to expressions of new universalisms that, together with postcolonial theory, rethink and extend norms of experience, investigation, and knowledge.
Transforming Mathematics Teacher Education
This book builds on the Teachers Empowered to Advance Change in Mathematics (TEACH Math) project, which was an initiative that sought to develop a new generation of preK-8 mathematics teachers to connect mathematics, children’s mathematical thinking, and community and family knowledge in mathematics instruction – or what we have come to call children’s multiple mathematical knowledge bases in mathematics instruction, with an explicit focus on equity. Much of the work involved in the TEACH Math project included the development of three instructional modules for preK-8 mathematics methods courses to support the project’s goals. These activities were used and refined over eight semesters, and in Fall 2014 shared at a dissemination conference with other mathematics teacher educators from a variety of universities across the United States. Chapter contributions represent diverse program and geographical contexts and teach prospective and practicing teachers from a variety of socioeconomic and ethnic backgrounds, in particular providing accounts of supports, challenges, and tensions in implementing equity-based mathematics teacher education. The chapters supply rich evidence and illustrative examples of how other mathematics teacher educators and professional developers might make the modules work for their unique practices, courses, workshops, and prospective teachers/teachers. It promises to be an important resource for offering guidance and examples to those working with prospective teachers of mathematics who want to create positive, culturally responsive, and equity-based mathematics experiences for our nation’s youth.