Journaling, a reflective teaching activity, is an approach for engaged learning that allows students to find one’s voice, reexamine one’s identity, and create a deeper understanding of self, identity, and agency. Central to bell hooks’ feminist pedagogy is engaged teaching and learning, a pathway that allows learner and teacher to actively question what is and what must be (hooks, 1994). This learning-teaching space examined the intersecting topics of gender, culture, and leadership by unlearning, learning, and relearning one’s understanding and experience of these three identities. The main learning objectives of this teaching activity were to 1) engage in critical inquiry; 2) practice reflection; and 3) connect the relevance of one’s experience to reimagining and creating new knowledge. Students’ writing revealed their experience with unlearning and relearning power and an evolving relationship with purposeful leadership through personalized experiences. Students were active agents in breaking through the limiting beliefs inducing powerlessness, including the gendering of leadership.
"Engaged Pedagogy and Journaling: A Pathway to Self-Transformation,"
Feminist Pedagogy: Vol. 3:
1, Article 8.
Available at: https://digitalcommons.calpoly.edu/feministpedagogy/vol3/iss1/8