Re-visioning Cogenerative Dialogues as Feminist Pedagogy|Research


  • Kathryn Scantlebury University of Delaware
  • Sarah-Kate LaVan Temple University



feminist research methodology, ethical considerations


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


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Author Biographies

Kathryn Scantlebury, University of Delaware

Kathryn SCANTLEBURY is an Associate Professor in the Department of Chemistry and Biochemistry at the University of Delaware. Her research interests focus on gender issues in science education.

Sarah-Kate LaVan, Temple University

Sarah-Kate LaVAN is an Assistant Professor in the Department of Curriculum, Instruction and Technology in Education at the Temple University. Her research interests focus on cogenerative dialogues in school and college classrooms.




How to Cite

Scantlebury, K., & LaVan, S.-K. (2006). Re-visioning Cogenerative Dialogues as Feminist Pedagogy|Research. Forum Qualitative Sozialforschung Forum: Qualitative Social Research, 7(2).



FQS Debate: Qualitative Research and Ethics