Abstract
In this autoethnography, I offer a pedagogy of racial visibility. Drawing on my embodied experiences both in and outside of the classroom, I explore how I engage in dialogue with my students about theoretical and critical approaches toward understanding rhetorics of race in the United States. Specifically, as an embodied storyteller, I reflect upon my personal stories as a biracial Korean American woman and investigate the instabilities of racial identities, the taken-for-granted racial understandings, and racism and white privilege in America.
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