Abstract
In this polyphonic pedagogical essay, six members of the Department of English at the University of Puerto Rico at Mayagüez discuss their incorporation of auto/biographical acts into course syllabi for the purpose of facilitating social justice in and through education. Drawing from disciplinarily diverse faculty members holding different contractual positions within the university, this essay demonstrates the widespread need for creating space for student voices as means of supporting agency on- and off-campus, especially in times of disaster, tragedy, and crisis.
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