Envisioning and Reimagining My Feminist-Queer Pedagogy: A Self-Study of the Relationship Between Theory and Practice

• In Event: Disrupting Status Quo Understandings and Practices Through Self-Study

Abstract

Although I identify as a feminist pedagogue, the more closely I interrogate my pedagogical foundations, the more I ask: how can I really know if the vision I have of my teaching matches with the experiences my students are having in our class? The question became even more pressing as I transitioned to teaching remotely during the Covid-19 pandemic. In this self-study, which grew out of that questioning, I aimed to examine ways in which my feminist-queer pedagogy is enacted in my teaching. By turning to my students for input, I began to better understand the connections between my pedagogical beliefs and my practice, which also served as an opportunity to reinforce the importance of my students’ voices.

Author

• Kathryn F. Whitley, Montclair State University / Manchester Regional High School