Collaborative Dyadic Autoethnography: A Meta-Reflection on Teaching Epistemology to Graduate Students

The teaching of epistemology to graduate students can be a daunting task because of its complex and evolutive nature. Yet, the development of an epistemological posture by graduate students is associated with higher rates of academic success. In this article, we share a reflection on our perspectives and experiences with teaching epistemology in two study programs at the Faculty of Education of a Canadian university. This object of inquiry is approached through a collaborative autoethnographic methodology involving us (the authors) in dyadic interviews. The authentic exchanges between Mariette (full professor teaching epistemology to doctoral students) and Catherine (former doctoral student teaching epistemology to master’s students) reveal similarities in pedagogical practices, but differing goals in knowledge transmission. Based on the transformative learning cycle, insights discovered in our capacity of teachers and researchers are discussed to illustrate individual and shared transformations. These insights forge links between the transformative autoethnography model and the teaching of epistemology. They also highlight the importance of context when teaching this subject and awareness of its personal and professional meanings. In particular, we remain sensitive to issues of justice and equity, considering that we are involved in the development of emerging scholars in a francophone minority context. In addition to contributing to the scientific literature related to teaching epistemology in higher education, we highlight the benefits of a collaborative autoethnography to study the object of inquiry and foster a dialog within the academic community to develop pedagogical practices.