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Teaching Women’s Auto|Bio Stories: Student Engagement through Creative, Multimodal Storytelling—Fostering Inclusion and Diversity through Transcultural Stories of Migration and Change

Abstract This essay discusses how multisensory modalities such as speech, drama, movement, and autobiography, when used in a non-judgmental and democratic classroom setting, can enhance student engagement in the study of diversity, borders, and migration. The author’s findings are based on her experience teaching her own autobiographical one-woman show, titled Mimi’s Suitcase, as well as other acting techniques.