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Knowledge─Learning, Personal Narrative and Subject Construction in my Feminist Classrooms of Higher Education
narratives in the classroom
Since the gender researches in Taiwan are affected deeply and directly by foreign feminist theories, it is truly important to produce the feminist theories and empirical researches which involve the pedagogical phenomenon, the educational issues and indigenous features derived from Taiwan. Therefore, this study, which is based on feminist pedagogy and the teaching experiences of the researcher as an instructor, is an empirical research on the college course to realize the reality in the feminist classroom and examine the gender course in universities. The purpose of this study is to investigate the process of knowledge learning, personal narrative and subject construction of those students in the feminist classroom. To comprehend the reality of the gender course in universities, this study exposed the multiple and complicated context in the feminist classroom. This study mainly focused on the three aspects: knowledge learning, personal narrative and subject construction. The research questions are as followed. 1. Different ways of learning are discussed to research into the process of knowledge learning of the students in the feminist classroom. 2. The study investigated how the students in the feminist classroom learned from the interactions, conversations and personal narratives among them. 3. The inquiry elicited the subject which is constructed from the knowledge learning and personal narratives of the students in the feminist classroom. From the true understanding on the basis of subject with each other, could the students possibly utilize the knowledge to create and put into practice? The field research was conducted in the general gender curriculum in a university under the name of Liberty University for one year, which included four classes, each for eighteen weeks long. The research methods included portfolio analysis, depth interview and classroom observation. As to the depth interview, thirty-five students were interviewed (the ratio of female to male is 1.5 to 1). In conclusion, the “touching” stories were told by the sincere storytellers in the classroom where members had sense of security and trust with each other, which initiates the narratives of the narrator’s life stories and the sympathy of participants and then those participants begin their narratives. When students narrated in class, some of them considered the dialogue of differences to be the differences of opinions or viewpoints. Furthermore, some viewed the differences as the differences of life experiences, and learned from others’ narratives in the classroom, which may affect their development in days to come and make all the difference. The experiences of narratives in the classroom would let students reflect on the power relationship and their situation where they are. Being aware of where they are, students are willing to start their narratives and to some extent it may initiate their motivation for learning. Lastly, this study provides the reflections on the research and teaching, and the limitations of the risk of self-disclosure and narratives in the classroom.
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