在荒野文学研讨课中作为教学方法的自传民族志：将自我置于争议文化景观中

A fundamental question to consider when teaching environmental history concerns the stories we tell in making sense of our relationships with natural and cultural landscapes around us. This study focused on how these stories took shape within a Wilderness Literature seminar that I teach at my university, using autoethnography as pedagogical tool in helping students to situate themselves within these stories. The study drew on post-structural notions of self (Weedon, 2004) and Foucauldian discourse analysis (Kahn & MacEachen, 2021) for its theoretical framing. It employed critical autoethnograp