Trying on--Being in--Becoming: Four Women's Journey(s) in Feminist Poststructural Theory

Autor/inn/en	Phillips, Donna Kalmbach; Harris, Gennie; Larson, Mindy Legard; Higgins, Karen
Titel	Trying on--Being in--Becoming: Four Women's Journey(s) in Feminist Poststructural Theory
Quelle	In: Qualitative Inquiry, 15 (2009) 9, S.1455-1479 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1077-8004
DOI	10.1177/1077800409347097
Schlagwörter	Stellungnahme; College Faculty; Feminism; Females; Teacher Educators; Empowerment; Poetry; Transformative Learning; World Views; Autobiographies; Ethnography; Power Structure; Self Concept; Self Efficacy; Personal Narratives + Suchen Sie Ihr Suchwort? Fakultät; Feminismus; Weibliches Geschlecht; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lyrik; Poesie; Pädagogische Transformation; World view; Weltanschauung; Autobiography; Autobiografie; Autobiographie; Ethnografie; Selbstkonzept; Self-efficacy; Selbstwirksamkeit; Erlebniserzählung
Abstract	The article discusses the narrative of four women in academia spanning a ten-year relational journey. As a performance collaborative autoethnography, it explores and presents theories of subjectivity and transitional space. Through journals, e-mails, and dialogue, the authors are "trying on", "being in", and "becoming" feminist poststructural thinkers/inquirers/teacher educators. The authors further explore the following: How has theory changed their subjectivity, lived experiences and relationships, and moved them from comfortable spaces of knowing to uncomfortable places of becoming? In a series of poetry and performance narratives, the authors chart their own linked journey(s) in pursuing these questions. As autoethnographers, the authors grapple with meanings and moments of loss, desire, guilt, and love as a practice of "hypomnemata". This study represents a reflective mining of such treasures, capturing moments of rereading and meditation, and a pause, even if an illusionary one, in our intellectual, spiritual, emotional, and embodied journey(s). This work illustrates how the self looks in transitional space: in motion, contemporaneous, simultaneously in the making, and in relation to others. The authors continue this practice as a pedagogy for being and living out the fictions of their lives. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10