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This essay discusses how multisensory modalities such as speech, drama, movement, and autobiography, when used in a non-judgmental and democratic classroom setting, can enhance student engagement in the study of diversity, borders, and migration. The author’s findings are based on her experience teaching her own autobiographical one-woman show, titled  Mimi’s Suitcase , as well as other acting techniques.

a/b: auto/biography studies

Teaching Women’s Auto|Bio Stories: Student Engagement through Creative, Multimodal Storytelling—Fostering Inclusion and Diversity through Transcultural Stories of Migration and Change