Re-visioning Cogenerative Dialogues as Feminist Pedagogy|Research

Kathryn Scantlebury, Sarah-Kate LaVan

Abstract


We discuss when cogenerative dialogues are a feminist pedagogy|research tool and also the circumstances when this is not the case. When viewed as a feminist pedagogy|research, cogenerative dialogues expose and discuss the unconscious and underlying structures that cause inequities both within and outside the classroom, particularly for girls and women. We raise ethical issues for researchers to consider how and when cogenerative dialogues may cause inequities by silencing students or reinforcing existing power differentials between teachers and students and offer suggestions for future research directions.
URN: urn:nbn:de:0114-fqs0602419

Keywords


feminist research methodology; ethical considerations

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