Exploring the Use of Qualitative Methods Embedded in the Practices of Feminist Adult Educators in Transnational Settings
Location
DeSantis Room 1052
Format Type
Plenary
Format Type
Paper
Start Date
15-1-2020 1:15 PM
End Date
15-1-2020 1:35 PM
Abstract
A diversity of scholarship around intentional feminist approaches to qualitative research exists, yet specifics about the ways that qualitative methods may be embedded in feminist educators’ praxis could be explored further. This paper will explore the use of qualitative methods embedded in the practices of feminist adult educators working specifically in transnational adult and higher education contexts. The paper reports on findings from a qualitative interview study on the feminist pedagogy of women adult educators working in transnational settings, wherein educators described using a variety of qualitative methods as teaching activities to support their students’ learning of various topics including writing, learning a new language, and conducting research. These educators described using qualitative research methods such as ethnography, interviewing, duo-ethnography, and arts-based research as key learning activities that were embedded and woven into their feminist praxis. I will explore the ways that feminist adult educators described teaching about and having their students engage with these qualitative research methods as a pathway to building community within the classroom, enhancing critical thinking skills, gaining mastery of particular topics, and developing empathy toward different perspectives and experiences. This paper has implications for educators who are interested in using qualitative methods as classroom activities, whether or not they are teaching qualitative methods specifically.
Keywords
Teaching, Qualitative Methods, feminist praxis, transnational education
Exploring the Use of Qualitative Methods Embedded in the Practices of Feminist Adult Educators in Transnational Settings
DeSantis Room 1052
A diversity of scholarship around intentional feminist approaches to qualitative research exists, yet specifics about the ways that qualitative methods may be embedded in feminist educators’ praxis could be explored further. This paper will explore the use of qualitative methods embedded in the practices of feminist adult educators working specifically in transnational adult and higher education contexts. The paper reports on findings from a qualitative interview study on the feminist pedagogy of women adult educators working in transnational settings, wherein educators described using a variety of qualitative methods as teaching activities to support their students’ learning of various topics including writing, learning a new language, and conducting research. These educators described using qualitative research methods such as ethnography, interviewing, duo-ethnography, and arts-based research as key learning activities that were embedded and woven into their feminist praxis. I will explore the ways that feminist adult educators described teaching about and having their students engage with these qualitative research methods as a pathway to building community within the classroom, enhancing critical thinking skills, gaining mastery of particular topics, and developing empathy toward different perspectives and experiences. This paper has implications for educators who are interested in using qualitative methods as classroom activities, whether or not they are teaching qualitative methods specifically.