Open AccessEmploying Autoethnography to Examine Our Diverse Identities: Striving Towards Equitable and Socially Just Stances in Literacy Teaching and Research
Author(s) -
Cynthia H. Brock,
Adeline Borti,
Tia Frahm,
Lori Howe,
Dilnoza Khasilova,
Karen Ventura-Kalen
Publication year - 2017
Publication title -
international journal of multicultural education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.472
H-Index - 16
ISSN - 1934-5267
DOI - 10.18251/ijme.v19i1.1258
Subject(s) - autoethnography , sociology , salient , literacy , identity (music) , socioeconomic status , gender studies , pedagogy , social psychology , psychology , political science , aesthetics , population , demography , law , philosophy
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.