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This article pairs critical and contemplative inquiry with autoethnography as a theoretical and methodological approach to uncover Western assumptions in higher education and its impact on adult learning. My desire to provide a counter narrative to Western tradition brought me to theory as a means to understand and deconstruct my academic experience as a first-generation, working-class, multiracial, woman, and the first in my family to speak English as a first language. In this article, andoi:10.31274/jctp.9744 fatcat:mrkvph7gdzbpfpsqz6dcgkttp4