From tactics to praxis: learning feminist pedagogy through methodology

Through a self-reflexive and ongoing process, in this paper we chronicle how we as graduate students learned about feminist pedagogy through methodology. Primarily, we noted dilemmas in feminist methodology that became central dilemmas for us in our roles as feminist research guides within a combine...

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Bibliographic Details
Published in:Qualitative report 2011-11, Vol.16 (6), p.1517-1539
Main Authors: Janik-Marusov, Laura L, Sardi, Lauren M, Giovanelli, Dina, Offiaeli, Rita, Shannon, Deric
Format: Article
Language:English
Subjects:
Accountability
Campuses
College Administration
Consciousness
Education
Ethnography
Experiential learning
Feminism
Graduate Students
Higher Education
Instruction
Learning Experience
Management
Methodology
Methods
Praxis
Qualitative research
Research methodology
Research Projects
School Safety
Self Concept
Studies
Subjectivity
Teaching
Undergraduate Students
Women
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Summary:Through a self-reflexive and ongoing process, in this paper we chronicle how we as graduate students learned about feminist pedagogy through methodology. Primarily, we noted dilemmas in feminist methodology that became central dilemmas for us in our roles as feminist research guides within a combined graduate and undergraduate feminist methodologies course. As we became aware of these specific dilemmas, not only did we attempt to apply them to the research we were conducting for an institutional ethnographic research project on campus safety, but we also found them to be central pedagogical concerns in ways that were both unique and similar to each individual graduate student. Our analysis focuses on the insider/outsider dilemma, self-reflection, and multiple subjectivities in the hopes that we can share our experiences of what became a vital and unique learning experience. Key Words: Dual Positionality, Feminist Pedagogy, Insider/Outsider Dilemma, Multiple Subjectivities, Self Reflection.
ISSN:1052-0147
2160-3715