Women Teachers' Identity Transformation: An Autoethnography
DOI:
https://doi.org/10.51474/elepraxis.v2i2.671Keywords:
Evocative autoethnography, women teacher, identity, transformationAbstract
In this autoethnography, I, Sharada Khanal, as the first author, explore my transformative journey as a woman English teacher through personal experiences and educational milestones. This autoethnographic narrative analyzes each narrative account through the theoretical lens of dialogical self-theory to interpret the connections between my (first author's) narratives and my identity transformation in relation to different I-positions. Evocative autoethnography in research enables me to apply flexible modes of inquiry derived from my life experiences, creating a more equitable and supportive environment for women educators. This study not only projects my professional growth but also offers a poignant reflection on the broader challenges and accomplishments women face in academic circles.
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