Dialogic Interdisciplinary Self-Study Through the Practice of Duoethnography

  • Richard D. Sawyer
  • Joe Norris


A number of scholars have begun to use duoethnographies—a dialogic and relational form of research—to examine their own beliefs and perceptions in relation to their curriculum, classes, and professional behavior. Working in tandem with their duoethnography partner, these scholars seek to restory and reconceptualize their perception of these beliefs and of practice. This chapter explores the value of duoethnography to the study of interdisciplinary practice. This value is premised on the view that the “findings” of research are an artifact of its form: dialogic and relational forms of research help to (1) facilitate deeply emic, personal, and situated understandings of practice and (2) promote personal reflexivity and changes in practice. This chapter presents theory underlying duoethnography and, drawing from the subsequent chapters of the book, offers a number of examples of duoethnographies of practice.


Dynamic Text Classroom Curriculum Curriculum Theory Dialogic Space Curricular Text 
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Copyright information

© The Author(s) 2016

Authors and Affiliations

  • Richard D. Sawyer
    • 1
  • Joe Norris
    • 2
  1. 1.Teaching and LearningWashington State University VancouverVancouverUSA
  2. 2.Dramatic ArtsBrock UniversitySt CatharinesCanada

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