Write On, Women! Discovering Personal Skills through Feminist Pedagogy and Narratives

Abstract

In this pedagogical proposal, we utilized Feminist Pedagogy and narratives to reveal women’s skills that they had silenced in their cover letters for employment. Five females’ narratives were analyzed using aspects of the grounded theory method to answer the question: What do women’s narratives reveal about their personal skills otherwise silenced in their cover letters? The results showed that women find strength in their spirituality, as well as demonstrating loyalty, flexibility, respectfulness, and resilience. All of the women wrote about their decision-making abilities, which included organization, responsibility, and problem-solving. Finally, the stories revealed that women’s ability to make choices defined their freedom and their future.

Embodied Femininities in Language Pedagogy. A Study of Two Language Teachers’ Experiences

“…As researchers, we can see how assigned roles according to an individual's biological sex may not come close to women's and men's reality. Rallón and Peñaloza-Rallón (2021) echo this by claiming that there is indeed a determinant social connotation that universalizes behaviors, attitudes, and beliefs concerning women and men.…”

Embodied Femininities in Language Pedagogy. A Study of Two Language Teachers’ Experiences

“…As researchers, we can see how assigned roles according to an individual's biological sex may not come close to women's and men's reality. Rallón and Peñaloza-Rallón (2021) echo this by claiming that there is indeed a determinant social connotation that universalizes behaviors, attitudes, and beliefs concerning women and men.…”