Powerful Methodologies/Powerful Pedagogy: Autoethnography and Dialogic Interviews in a WGS Empowerment Self-Defense Class

Powerful Methodologies/Powerful Pedagogy: Autoethnography and Dialogic Interviews in a WGS Empowerment Self-Defense Class

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 lear...

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Bibliographic Details
Published in:Qualitative inquiry Vol. 27; no. 6; pp. 689 - 699
Main Authors: 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
Format: Journal Article
Language:English
Published: Los Angeles, CA SAGE Publications 01-07-2021
SAGE PUBLICATIONS, INC
Subjects:
Academic disciplines
Autoethnography
Classrooms
College students
Colleges & universities
Empowerment
Gender studies
Interviews
Learning
Qualitative research
Reflexivity
Research methodology
Scholarship
Self defense
Student writing
Teaching
Women
methodologies
autoethnography
ethnographies
critical pedagogy
empowerment self-defense
pedagogy
feminist qualitative research
dialogic interviews
feminist methodologies
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Summary: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.
ISSN:1077-8004
1552-7565
DOI:10.1177/1077800420948102