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West Ashley Library
9 a.m. - 7 p.m.
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Folly Beach Library
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Powerful Methodologies/Powerful Pedagogy: Autoethnography and Dialogic Interviews in a WGS Empowerment Self-Defense Class.
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- Author(s): Bloom, Leslie Rebecca; Jones, Amy; Barnes, Samantha; Dwyer, Michaela; Garcia, Giselle; Garcia, Janessa; Hadid, Haneen; Johannessen, Alexis L.; Kricke, Elizabeth; Mendoza, Yelitza; Turkovich, Margaret; Wangensten-Oye, Karen; Wofford, Shanica; Zou, Jessica
- Source:
Qualitative Inquiry; Jul2021, Vol. 27 Issue 6, p689-699, 11p- Subject Terms:
- Source:
- Additional Information
- Abstract: Autoethnography and dialogic interviewing are valued qualitative research methodologies across multiple disciplines. However, their use in college classrooms as a focal point of student writing, learning, and empowerment is less documented than its use in research studies despite being powerful learning tools. I describe my use of these methodologies in a women's and gender studies course. Grounded in compelling examples from students' autoethnographic papers and dialogic interview reports, I analyze how these methodologies enhance engagement with new academic knowledge and skills, guide meaningful self-reflexivity, foster evocative writing, encourage peer-to-peer learning, and create strong classroom relationships. [ABSTRACT FROM AUTHOR]
- Abstract: Copyright of Qualitative Inquiry is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Abstract:
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