Uncovering Our Feminist Pedagogy

A co/autoethnography

Lesley Coia, Monica Taylor

Research output: Contribution to journalArticleResearchpeer-review

17 Citations (Scopus)

Abstract

What does it mean to be a feminist educator? How would we know if we were? We call ourselves feminist teachers and yet we have not focused on this identification and its influence on our teaching in some time. In this self-study, we set out to look at our practice-using co/autoethnography. As our study progressed, we began to realize that our research methodology seemed to align more with feminist principles than did our teaching. We became increasingly aware of how our methodology illuminated areas of our practice that may well have remained hidden. With our attention now on co/autoethnography itself, with its embrace of the autobiographical notion in sociopolitical context and an evolving epistemology, we were attentive to how co/autoethnography is itself a feminist research methodology. As we retrace our journey to this realization, we share this co/autoethnographic self-study.

Original languageEnglish
Pages (from-to)3-17
Number of pages15
JournalStudying Teacher Education
Volume9
Issue number1
DOIs
StatePublished - 1 Apr 2013

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self-study
methodology
Teaching
epistemology
educator
teacher
time

Keywords

  • co/autoethnography
  • feminist
  • practice
  • self-study

Cite this

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Uncovering Our Feminist Pedagogy : A co/autoethnography. / Coia, Lesley; Taylor, Monica.

In: Studying Teacher Education, Vol. 9, No. 1, 01.04.2013, p. 3-17.

Research output: Contribution to journalArticleResearchpeer-review

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