Etched Impressions: Student Writing as Engaged Pedagogy in the Graduate Sport Management Classroom

This article illustrates the pedagogical value of employing student narrative writing assignments in the graduate sport management classroom and advocates for cultural studies and critical pedagogy approaches to teaching sport management. The article considers students' autobiographical narratives within a theoretical framework of cultural studies, critical pedagogy, and critical sport studies in order to demonstrate how autobiographical writing exercises can provide students with an additional forum through which to express their individual voices and to link their personal experiences to course content as they prepare to enter a 21st century sport industry characterized by increasing diversity and globalization