Education Commons^™

Studying Teacher Education, Brenna Bohny, Monica Taylor, Sa Qwona S. Clark, Susan D’Elia, Graziela Lobato-Creekmur, Stephanie Brown Tarnowski, Sara Wasserman

Department of Teaching and Learning Scholarship and Creative Works

Through a self-study methodology, six doctoral students and a professor examine how our semester long doctoral level class became a transformative space for all participants. We investigate how each individual was able to participate in the construction of a powerful and meaningful learning community, which led to a re-visioning of ourselves as women and teacher educators. Feminist pedagogy and positioning theory provide a guiding framework for both the class and our own reflective research. Our findings include, but are not limited to, showing how negotiating the curriculum led to a doctoral class becoming a safe space and how this negotiation …