This autoethnographic text reports on an investigation that infused academic, personal, and popular culture discourses in a graduate-level qualitative inquiry seminar. Gregory Ulmer’s mystory scholarship influenced the theoretical analysis and writing style of this undertaking. Following an introduction and theoretical overview, the author presents three mystories that invite readers to reexamine tacit assumptions about appropriate classroom discourses in teaching qualitative inquiry. The author advocates pedagogical and writing experimentation that encourages intellectual and theoretical curiosity and deconstructs and challenges dominant relations of power and knowledge legitimated in college classrooms.
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