Employing Autoethnography to Examine Our Diverse Identities: Striving Towards Equitable and Socially Just Stances in Literacy Teaching and Research

Authors

  • Cynthia Helen Brock University of Wyoming
  • Adeline Borti University of Wyoming
  • Tia Frahm University of Wyoming
  • Lori Howe University of Wyoming
  • Dilnoza Khasilova University of Wyoming
  • Karen Ventura-Kalen University of Wyoming

DOI:

https://doi.org/10.18251/ijme.v19i1.1258

Keywords:

collaborative autoethnography, equity, diversity, pedagogy, research

Abstract

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. 

Author Biographies

Cynthia Helen Brock, University of Wyoming

Cynthia Brock is a professor at the University of Wyoming where she holds the Wyoming Excellence in Higher Education Endowed Chair in Literacy Education.  Dr. Brock’s scholarly research agenda centers on the study of opportunity to learn, and her various studies have explored children’s learning, pre- and in-service teachers’ learning, and her learning and the learning of her colleagues.  

Adeline Borti, University of Wyoming

Adeline Borti is a doctoral student in Literacy Studies at the University of Wyoming.

Tia Frahm, University of Wyoming

Tia Frahm is a doctoral student in Literacy Studies at the University of Wyoming.

Lori Howe, University of Wyoming

Lori Howe is a doctoral student in Literacy Studies at the University of Wyoming.

Dilnoza Khasilova, University of Wyoming

Dilnoza Khasilova is a doctoral student in Literacy Studies at the University of Wyoming.

Karen Ventura-Kalen, University of Wyoming

Karen Ventura-Kalen is a doctoral student in Early Childhood Educaiton at the University of Wyoming.

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Published

2017-02-28

How to Cite

Brock, C. H., Borti, A., Frahm, T., Howe, L., Khasilova, D., & Ventura-Kalen, K. (2017). Employing Autoethnography to Examine Our Diverse Identities: Striving Towards Equitable and Socially Just Stances in Literacy Teaching and Research. International Journal of Multicultural Education, 19(1), 105–124. https://doi.org/10.18251/ijme.v19i1.1258

Issue

Vol. 19 No. 1 (2017): Special Issue-Critical Autoethnography in Pursuit of Educational Equity

Section

2017 Special Issue Articles (Peer-reviewed)