Autobiographical narratives as a feminist teaching method

Abstract

This article proposes autobiographical research as a feminist teaching methodology. Undergraduate students analyse their embodied experiences and resignify them analytically and politically. Taking a qualitative approach, a narrative analysis is followed by a focus group to examine the issue in greater depth with data insights. The theoretical approaches that nourish this research are feminist, critical and poststructuralist pedagogies. The objective is to situate the autobiographical narrative at the core of epistemic production, political practices and the construction of subjectivities in the university context. Finally, we emphasise how the autobiographical narrative has allowed us to approach knowledge in several ways, including the resignification of collectively and theoretically constructed experience, the fluctuations of the self towards resonance and, finally, the centrality of the methodological inquiry that enables the politicization process.