When was the first time you discovered our stories together are important?
This notes from the field article documents the author’s journey to discovering collaborative auto-ethnographic poetry as a powerful pedagogical tool to decolonizing peace education and human rights education. With the ability to disrupt colonized academic knowledge through counter-narratives and ancestral practices, collaborative auto-ethnographic poetry can be practiced as therapy, inquiry, liberation, and validation that strengthens voices in an authentic way—equipping people with the ability to promote peace and social justice. What started as a class icebreaker grew into a project that brought communities together on the international stage. Through the process of multiple collaborative auto-ethnographic poetry projects, students at a community college came together to jointly construct knowledge, research, write, share, and perform together—leading to a process of healing, connection, trust, and action. This article includes the experiences and benefits of collaborative auto-ethnographic poetry, how writing and performing opportunities were implemented, implications for future practice, and a support guide on beginning a collaborative auto-ethnographic poetry performance group.
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Kealoha, M. M. (2020). Chasing Rainbows: Finding Our Interwoven Narrative and Voice through Collaborative Auto-ethnographic Poetry. International Journal of Human Rights Education, 4(1). Retrieved from https://repository.usfca.edu/ijhre/vol4/iss1/7