Date of Award
Ed.D. Transformational Teaching and Learning
Dr. Kathleen Stanfa
Dr. Michele L. White
Dr. Amy Pfeiler-Wunder
This study utilizes an autoethnographic methodology, informed by narrative inquiry, to explore the impact of memories on feminist educators. The participants in the study included two of the researcher’s former colleagues and one former student. The study's goal was to examine how the relationships between researcher and participant and the memories they shared impacted them as educators; in the process, the concept of authenticity in educators was examined in relation to the research and the participants’ feminist and postmodern approach. The researcher collected qualitative data through interviews, personal journals, timelining, and an epistolary writing exercise to define authenticity and explore the characteristics of feminist and postmodern educators. The data highlighted the most important traits found in these educators and the researcher's characteristics to examine how these traits developed through a lifetime of educational experiences. Rooted in a feminist leadership theoretical framework and framed by postmodernism and educator critical reflection, the study highlights how critical reflection of memories is meaningful for educators; it enables them to make deeper connections with students and colleagues.
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Rosania-Harvie, MaryJo M., "Strength, Beauty, and Resilience: The Impact of Self Reflection & Exploration of Memory on Postmodern Feminist Educators, Inside and Outside the Classroom" (2022). Education Doctorate Dissertations. 29.
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