Co/autoethnography as a Feminist Methodology: A Retrospective

Monica Taylor, Lesley Coia

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

2 Scopus citations

Abstract

In this chapter, we show how co/autoethnography, a self-study methodology, has enabled us to put into action feminist principles through concrete examples from a series of self-studies we have conducted over the past 17 years. Using salient features of co/autoethnography, we hope our readers will see the possibilities of advancing their understanding of their practice through feminist self-study methods and approaches. By providing a retrospective look at how co/autoethnography is a feminist self-study methodology, we examine the past and offer a glimpse into how self-study could expand to include more of a focus on examining teacher education practices through the intersectional lens of social justice. We begin the chapter with some history and background of how our methodology of co/autoethnography emerged within the context of self-study. After providing a definition, we illustrate its key tenets using narrative examples from past co/autoethnographies. In doing so we make connections to self-study literature that explicitly draw on feminism while looking to the future. We hope through this work to show how our aims as socially just self-study researchers are enriched by a feminist perspective.

Original languageEnglish
Title of host publicationSpringer International Handbooks of Education
PublisherSpringer Nature
Pages565-588
Number of pages24
DOIs
StatePublished - 2020

Publication series

NameSpringer International Handbooks of Education
VolumePart F1632
ISSN (Print)2197-1951
ISSN (Electronic)2197-196X

Keywords

  • Autobiography
  • Co/autoethnography
  • Feminism
  • Intersectional
  • Self-study
  • Social justice

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