Female autobiographical narratives: the experience of Iran
DOI:
https://doi.org/10.60923/issn.2420-8175/23720Keywords:
narration, autobiography, women's education, Iran, interculturalityAbstract
Educational work can be understood as a narrative activity. There is no education without a memory that becomes story, an individual opportunity and an occasion for collective reflection. Narrative, in fact, is the primary means through which individuals attribute meaning to reality. Within this framework, the autobiographical approach – understood as any product through which a narrator recounts the self – assumes a strong pedagogical and intercultural significance. The use of the autobiographical method in the field of intercultural education makes it possible to construct spaces of encounter between a we and a they, marked by a strong transformative potential for both sides. In order to highlight the educational and intercultural value of autobiographical narration, this article, drawing on the academic literature, seeks to intertwine this perspective with women’s experience. Within this nexus, self-narration becomes not only an exercise in individual awareness, but also a space of emancipation—particularly in contexts shaped by political and sociocultural restrictions. As an emblematic example of the transformative, educational, and intercultural value of female autobiographical narration, the article will examine the experience of Iran.
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