Employing autoethnography to examine our diverse identities: Striving towards equitable and socially just stances in literacy teaching and research

Cynthia Helen Brock, Adeline Borti, Tia Frahm, Lori Howe, Dilnoza Khasilova, Karen Ventura-Kalen

Research output: Contribution to journalArticlepeer-review

4 Scopus citations

Abstract

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.

Original languageEnglish (US)
Pages (from-to)105-124
Number of pages20
JournalInternational Journal of Multicultural Education
Volume19
Issue number1
DOIs
StatePublished - 2017
Externally publishedYes

Keywords

  • Collaborative autoethnography
  • Diversity
  • Equity
  • Pedagogy
  • Research

ASJC Scopus subject areas

  • Social Sciences (miscellaneous)

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