Duoethnography

Author: Joe Norris
Publisher: Routledge
ISBN: 1315430037
Format: PDF
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Duoethnography is a collaborative research methodology in which two or more researchers juxtapose their life histories in order to provide multiple understandings of a social phenomenon. Using their own biographies as sites of research and creating dialogic narratives, they provide multiple perspectives of this phenomenon for the reader, inviting the viewer to enter the conversation. The dialectic process of creating duoethnography is also designed to be transformative to the writers. In this volume, two dozen scholars present the first wave of duoethnographic writings on topics as diverse as gender, identity, and curriculum, with the editors framing key tenets of the methodology around the studies presented. This participatory, emancipatory methodology is of interest to those doing qualitative research and narrative writing in many disciplines.

Theorizing Curriculum Studies Teacher Education and Research through Duoethnographic Pedagogy

Author: Joe Norris
Publisher: Springer
ISBN: 113751745X
Format: PDF, ePub, Docs
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This book explores the value of duoethnography to the study of interdisciplinary practice. Illustrating how dialogic and relational forms of research help to facilitate deeply emic, personal, and situated understandings of practice, the editors and contributors promote personal reflexivity and changes in practice. Education, drama, nursing counselling, and art in classroom, university, and larger professional spaces are examined by students, teachers, and practitioners using duoethnography to become more aware, dialogic, imaginative, and relational in their teaching.

Interdisciplinary Reflective Practice through Duoethnography

Author: Joe Norris
Publisher: Springer
ISBN: 1137517395
Format: PDF
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This book explores the value of duoethnography to the study of interdisciplinary practice. Through rich stories, scholars illustrate how dialogic and relational forms of research help to facilitate deeply emic, personal, and situated understandings of practice and promote personal reflexivity and changes in practice. In this book, students, teachers, and practitioners use duoethnography to become more aware, dialogic, imaginative, and relational in their teaching. Forms of practice examined in this book include education, drama, nursing, counseling, and art in classroom, university, and larger professional spaces.

Collaborative Autoethnography

Author: Heewon Chang
Publisher: Left Coast Press
ISBN: 1598745565
Format: PDF
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A practical guide providing researchers with a variety of data collection, analytic, and writing techniques to conduct collaborative autoethnography projects.

Forms of Practitioner Reflexivity

Author: Hilary Brown
Publisher: Springer
ISBN: 1137527129
Format: PDF, ePub, Mobi
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This edited volume addresses the different methods professionals use to promote a critical reflective and reflexive stance among practitioners, leading to both a reconceptualization of practice and its subsequent change. The goal of increased reflection in professional education is intended to expand approaches for professionals to work with diverse others. It is also intended to increase their levels of cognitive differentiation and depth of professional consciousness about themselves alongside diverse others in a rapidly changing world. This is an important issue in a range of applied professional programs, from education to medicine, social work to psychology, business to criminal justice, in nearly every country in the world.

Playbuilding as Qualitative Research

Author: Joe Norris
Publisher: Routledge
ISBN: 1315422476
Format: PDF, ePub
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This book is for both art-based researchers and research-informed artists, exploring the theatrical genre known as Collective Creation, or Playbuilding. Performers generate data around chosen topics— from addiction and sexuality to qualitative research—by compiling scenes from their disparate voices. Audience members become involved in the investigation, and the performed scenes do not end the conversation but challenge and extend it. Through discussion and audience participation, the process examines how knowledge is defined and how data is mediated.

Women s Dialogues of Miscarriage Loss Sociocultural Challenges Mental Health and Disenfranchised Grief Experiences

Author: Kristin Isabella Douglas
Publisher:
ISBN: 9781303910050
Format: PDF, ePub
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The purpose of the following study was to explore women's unwanted miscarriage loss experiences through duoethnographic dialogues. Together, three participants as co-researchers shared their unwanted miscarriage loss stories and experiences through two separate duoethnography dialogues. Critical dialogue centered around three research questions: (a) what is the nature and characteristics of internal and external dialogues of women who experienced disenfranchised grief as a result of unwanted miscarriage loss?, (b) what internal and external sociocultural challenges have women faced as they grieve a miscarriage loss?, and (c) what mental health implications arise from dialogues of women's miscarriage loss experiences? In harmony with duoethnography methodology, participants identified conversation topics in which to start their critical examination process, and used themselves as the sites of their research (Norris & Sawyer, 2012). Drawing upon aspects of currere (Norris, 2008; Norris & Sawyer, 2012; Pinar, 1975, Pinar et al., 1995) participants looked forward, backward, and at the present moment through a cyclical process as they examined their thoughts, feelings, experiences, and attitudes from various angles. Throughout this introspective process, participants validated, supported, questioned, and challenged themselves and each other. Conversations morphed over time and salient points were identified. Through a deconstruction and reconstruction process, participants juxtaposed their thoughts and experiences into two easy to read restructured, script formatted dialogues. The dialogues exposed, challenged, honored, and gave voice to the many internal and external sociocultural challenges of unwanted miscarriage loss and disenfranchised grief experiences. This study contributes to an in-depth understanding of women's unwanted miscarriage loss experiences. Implications for counselor and counselor educators are also discussed.

The Vulnerability of Teaching and Learning in a Selfie Society

Author: Douglas Loveless
Publisher: Springer
ISBN: 9463008128
Format: PDF, Docs
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"This book explores the generative power of vulnerabilities facing individuals who inhabit educational spaces. We argue that vulnerability can be an asset in developing understandings of others, and in interrogating the self. Explorations of vulnerability offer a path to building empathy and creating engaged generosity within a community of dissensus. This kind of self-examination is essential in a selfie society in which democratic participation often devolves into neoliberal silos of discourse and marginalization of others who look, think, and believe differently. By vulnerability we mean the experiences that have the potential to compromise our livelihood, beliefs, values, emotional and mental states, sense of self-worth, and positioning within the Habermasian system/lifeworld as teachers and learners. We can refer to this as microvulnerability—that is, those things humans encounter in daily life that make us aware of the illusion of control. The selfie becomes an analogy for the posturing of a particular self that reinforces how one hopes to be understood by others. What are the vulnerabilities teachers and learners face? And how can we joker, as Norris calls it, the various vulnerabilities that we inherently bring into teaching and learning spaces? In light of the divisive discourses around the politics of Ferguson, Charlie Hebdo, ISIS, Ebola, Surveillance, and Immigration; vulnerability offers an entry way into exhuming the humanity necessary for a participatory democracy that is often hijacked by a selfie mentality."

Criticality Teacher Identity and In equity in English Language Teaching

Author: Bedrettin Yazan
Publisher: Springer
ISBN: 3319729209
Format: PDF, ePub
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This edited volume, envisioned through a postmodern and poststructural lens, represents an effort to destabilize the normalized “assumption” in the discursive field of English language teaching (ELT) (Pennycook, 2007), critically-oriented and otherwise, that identity, experience, privilege-marginalization, (in)equity, and interaction, can and should be apprehended and attended to via categories embedded within binaries (e.g., NS/NNS; NEST/NNEST). The volume provides space for authors and readers alike to explore fluidly critical-practical approaches to identity, experience, (in)equity, and interaction envisioned through and beyond binaries, and to examine the implications such approaches hold for attending to the contextual complexity of identity and interaction, in and beyond the classroom. The volume additionally serves to prompt criticality in ELT towards reflexivity, conceptual clarity and congruence, and dialogue.