TY - JOUR
T1 - Employing autoethnography to examine our diverse identities
T2 - Striving towards equitable and socially just stances in literacy teaching and research
AU - Brock, Cynthia Helen
AU - Borti, Adeline
AU - Frahm, Tia
AU - Howe, Lori
AU - Khasilova, Dilnoza
AU - Ventura-Kalen, Karen
PY - 2017
Y1 - 2017
N2 - This paper brings together the storied experiences of a group of diverse scholars from Ghana, Uzbekistan, and the United States who use a collaborative autoethnographic lens to engage in the process of self-reflection/self-critique with respect to salient aspects of their identities (e.g., race, language, gender, socioeconomic status, and so forth). Each scholar also explores how her identity informs and influences her attitudes, behaviors, beliefs and actions with respect to the equitable enactment of her pedagogy and research.
AB - This paper brings together the storied experiences of a group of diverse scholars from Ghana, Uzbekistan, and the United States who use a collaborative autoethnographic lens to engage in the process of self-reflection/self-critique with respect to salient aspects of their identities (e.g., race, language, gender, socioeconomic status, and so forth). Each scholar also explores how her identity informs and influences her attitudes, behaviors, beliefs and actions with respect to the equitable enactment of her pedagogy and research.
KW - Collaborative autoethnography
KW - Diversity
KW - Equity
KW - Pedagogy
KW - Research
UR - http://www.scopus.com/inward/record.url?scp=85016272702&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85016272702&partnerID=8YFLogxK
U2 - 10.18251/ijme.v19i1.1258
DO - 10.18251/ijme.v19i1.1258
M3 - Article
AN - SCOPUS:85016272702
SN - 1934-5267
VL - 19
SP - 105
EP - 124
JO - International Journal of Multicultural Education
JF - International Journal of Multicultural Education
IS - 1
ER -