Abstract
In this chapter, we show how co/autoethnography, a self-study methodology, has enabled us to put into action feminist principles through concrete examples from a series of self-studies we have conducted over the past 17 years. Using salient features of co/autoethnography, we hope our readers will see the possibilities of advancing their understanding of their practice through feminist self-study methods and approaches. By providing a retrospective look at how co/autoethnography is a feminist self-study methodology, we examine the past and offer a glimpse into how self-study could expand to include more of a focus on examining teacher education practices through the intersectional lens of social justice. We begin the chapter with some history and background of how our methodology of co/autoethnography emerged within the context of self-study. After providing a definition, we illustrate its key tenets using narrative examples from past co/autoethnographies. In doing so we make connections to self-study literature that explicitly draw on feminism while looking to the future. We hope through this work to show how our aims as socially just self-study researchers are enriched by a feminist perspective.
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Taylor, M., Coia, L. (2019). Co/Autoethnography as a Feminist Methodology. In: Kitchen, J., Berry, A., Guðjónsdóttir, H., Bullock, S., Taylor, M., Crowe, A. (eds) 2nd International Handbook of Self-Study of Teaching and Teacher Education. Springer International Handbooks of Education. Springer, Singapore. https://doi.org/10.1007/978-981-13-1710-1_18-1
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