Uses teachers' autobiographies and action research as data sources to present an argument for valuing subjective, reflective knowledge based on Habermas's category of cognitive interest of emancipatory knowing. Explores the process of personal empowerment and proposes a model of change that includes disturbance, alternatives, confidence, and…

Argues for the use of autobiography paired with radical doubt as a strategy to arrive at intersubjectivity, thereby avoiding false claims to objectivity and failure-prone inner (hyper) subjectivity. Uses this argument to introduce the contributions to the special thematic journal issue of which this paper is a part. (Contains 24 references.)…

Proposes an approach for critical engagement with autobiographical text. Argues that by becoming better aware of the teller's intentionality and his/her insights gained from telling a (re)constructed version of self, the listener and the teller can engage in personal and socially transformative dialogue. (Contains 16 references.) (Author/WRM)

Reflects on the idea of a person being constructed through his actions, and the role of the teacher in enabling such actions. Argues that the way a teacher shapes the classroom is, in effect, a lens through which children can be viewed and visions of the educational process both shape and are shaped by the teacher. (Author/WRM)

Explores an approach to autobiographical research based on a notion of "outlaw genre" autobiography, referred to as "biomythography". Describes the use of photo essays to learn about prospective elementary teachers' stories of science and science education. Calls for an examination of hegemonies extending from students' personal histories as…

Suggest that autobiography ought to be considered both the telling of one's story and the using of that story with others to understand and use difference productively. Claims that autobiography, as telling and interacting, dismantles the universalistic tug of science as local knowledge. Presents selected autobiographical accounts to make both…

Describes an experience of trying to publish a book whose contents are in some ways marginal to what is normally considered science or science education. During the publishing process, ideas about what counts as science got tangled up with what counts as "credible" science, "marketable" literature, and academic competence. (Contains 26…

Illustrates the use of auto- and biographical materials as part of a research process concerned with problematic aspects of learning science. Draws on an extended study of graphing among university students and research scientists, and on the autobiography and interview data from one of the authors to point out some of the sources of difficulties…

Examines multiple ways in which autobiography informed the restructuring of an elementary classroom. Uses journals, interview transcripts, and electronic mail archives to document how the author provided a voice to students and used their perspectives to construct a teaching framework for elementary science education. (Contains 30 references.)…

Describes science educators trying to effect systemic change as actors in a cultural field struggling to change it. Uses a conversational hermeneutic analysis of autobiographical writings to examine some of the salient features of bringing about change in science education. (Contains 35 references.) (Author/WRM)

Describes the author's difficulties in teaching students who were ethnically, culturally, and socially different from himself. Emphasizes the significance of connecting the enacted curriculum to the interests and extant knowledge of students. Suggests some implications for teaching science, enacting and appropriating science curricula, and…