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Evoking Girlhood Self-Images Through Photographic Self-Study

Rosalind Hampton and Rachel Desjourdy

Photographic self-study can promote professional growth and deepen analysis of how girlhood experiences such as those related to ability, class, gender, and race are conditioned by and inform our multiple, shifting identities as women. This article presents excerpts from three women's experiences of photographic self-study, highlighting the possibilities of this method as a malleable, feminist approach to critical reflexive practice. Our stories demonstrate how a creative process of self-interpretation, self-representation, and self-knowing can draw oppressive categories of self-identification-carried from girlhood-to the surface and expose them to critique and deconstruction.

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Fatima Khan, Claudia Mitchell, and Marni Sommer

Entanglements and Learning Conversations in the Supervision Process .” In Polyvocal Professional Learning through Self-Study Research , ed. Kathleen Pithouse-Morgan and Anastasia P. Samaras , 75 – 91 . Rotterdam. Sense . 10

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Stiles X. Simmons and Karen M. Feathers

personal biases before they could effectively engage their students in critical literacy activities. Similarly, in a self-study, when Rebecca Rogers (2002) , a Caucasian female teacher working with low-income African American students, studied her