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Submitted
June 28, 2021
Accepted
September 30, 2021
Published
October 31, 2021
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Abstract

This paper offers an extensive guide for researchers who wish to pay greater attention to the reflexivity in their own research. The author provides an example of self-observation and critical self-reflection of her own involvement in the process of doing research and being part of the moment of co-shaping (new) knowledge. The work focuses on the educational experiences of women placed in the context of their lifelong experience, women’s learning through shared experience, and the role of cultural context in these processes. A non-standard structure was used, in which analysis of the author’s own experiences is interwoven with analysis of the biographies of the women studied, and the researcher’s individual analysis is compared with the group analysis among other women. The aim is to present an interpretive perspective of feminist ethnography on these experiences and emphasizes the role of informal learning through experiencing relationships in everyday life, including through art.

Keywords

feminism, auto/biography, autoethnography, conversational method, interpretative analysis

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How to Cite
Luraschi, S. (2021). Going back to School. An Interpretative Analysis of a Dialogical Interview with Adult Women during the Pandemic. INSTED: Interdisciplinary Studies in Education & Society, 23(2(90), 69–87. https://doi.org/10.34862/tce/2021/10/26ha7e-s580
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