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Autobiographical Narratives: Pedagogical Practice as a Lifeline for Hospitalized Children

The present article focuses on the meanings created by children with illnesses who tell stories—through the pedagogical practice of writing autobiographical narratives—about their experiences coping with chronic disease and hospitalization. Using the children’s autobiographical narratives to infer their perspectives, the authors here seek to understand how particular school lessons improve these children’s lives. We reflect on the possible role of hospital schools, and this pedagogical practice of asking for autobiographical narratives in particular, as one that affords the children a range of pleasurable and meaningful experiences, helping them to go beyond their intense treatment schedules and motivating them to rise every day to the challenges they face in the hospital.