Re-visioning cogenerative dialogues as feminist pedagogy research

Forum Qualitative Sozialforschung

Volumn 7, Issue 2, 2006, Pages

  Scantlebury, Kathryn ^a   LaVan, Sarah Kate ^b  

^a UNIVERSITY OF DELAWARE   (United States)

^b TEMPLE UNIVERSITY   (United States)

Author keywords

Ethical considerations; Feminist research methodology

Indexed keywords

EID: 33645545253     PISSN: 14385627     EISSN: 14385627     Source Type: Journal    
DOI: None     Document Type: Article

References (11)

1. Acker, Joan (1992). Gendered institutions: From sex roles to gendered institutions. Contemporary Sociology, 21, 565-569.
2. Collins, Patricia Hill (1991). Black feminist thought: Knowledge, consciousness, and the politics of empowerment. New York: Routledge.
3. Fordham, Signithia (1996). Blacked out. Dilemmas of race, identity and success at Capital High School. Chicago: The University of Chicago Press.
4. Hekman, Susan (2000). Beyond identity: feminism, identity and identity politics. Feminist Theory, 1(3), 289-308.
5. Hurtado, Aida (1996). The color of privilege. Three blasphemies on race and feminism. Ann Arbor: University of Michigan Press.
6. Knight, Michelle (2000). Ethics in qualitative research: multicultural feminist activist research. Theory into Practice, 39(3), 170-176.
7. LaVan, Sarah-Kate. (2006). Remaking the science teacher's identity: using cogenerative dialogue to collectively negotiate understandings and perceptions about urban girls and science. Paper presented at the Association for Science Teacher Education Annual Meeting, Portland, OR.
8. Milne, Catherine, Elemsky, Rowhea, LaVan, Sarah-Kate, Martin, Sonya, Scantlebury, Kathryn, Gilmer, Penny, & Tobin, Kenneth (2006, January). Coteaching and cogenerative dialogues: Dynamic pathways for innovative research and teaching strategies in science teacher education. Workshop presented at the Association for Science Teacher Education Annual Meeting, Portland, OR.
9. Rosser, Sue V. (1990). Female friendly science. Elmsford, NY, Pergamon Press.
10. Scantlebury, Kathryn (2005). Meeting the needs and adapting to the capital of a Queen Mother and an Ol'Head: Gender equity in urban high school science. In Kenneth Tobin, Rowhea Elmesky, & Gale Seiler (Eds.), Improving urban science education: new roles for teachers, students, and researchers (pp.201-212). New York: Rowman & Littlefield.
11. Stith, Ian, & Roth, Wolff-Michael (2006). Who gets to ask the questions: The ethics in/of cogenerative dialogue praxis [46 paragraphs]. Forum Qualitative Sozialforschung/Forum: Qualitative Social Research [On-line Journal], 7(2), Art. 38. Available at: http://www.qualitative-research.net/fqs-texte/2-06/06-2-38-e.htm [Date of Access: March 10, 2006].