Abstract

In an attempt to explore the enactment of feminist pedagogy in multilingual classes, this study engaged research participants in the writing of an autobiographical essay that traces their feminist identity construction. Proceeding from generic definitions that suggest that in an autobiography the author endeavours to present her life as directly, naturally, and realistically as possible, this paper cautions that the autobiography cannot be accepted as the classical representational mirror preoccupied with the romance of the real, portraying a unified and coherent social actor.