Autoethnographic study reveals how feminist teacher identity develops through classroom struggles and self-reflection in higher education, highlighting pathways for feminist pedagogy.
Key Points
To examine the relationship between feminist identity development and pedagogical practices during the lived experience of becoming a feminist EFL instructor at a Japanese university.
Conducted a feminist autoethnography grounded in post-structural feminist identity theory.
Analyzed personal narrative texts, classroom field notes, research memos, institutional policy documents, and relevant textual artifacts.
Identified three primary phases of identity development: navigating pedagogical struggles with gender topics, experiencing instructional breakthroughs, and confronting internalized homophobia.
Demonstrated that feminist teacher identity is continuously constructed and contested through sociocultural contexts, academic community interactions, and critical self-reflexivity.