Re-visioning Cogenerative Dialogues as Feminist Pedagogy|Research

  • Kathryn Scantlebury University of Delaware
  • Sarah-Kate LaVan Temple University
Keywords: feminist research methodology, ethical considerations

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

Downloads

Download data is not yet available.

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.
Published
2006-03-31
Section
FQS Debate: Qualitative Research and Ethics