Abstract
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.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Aoki, T. T. (1993). Legitimating lived curriculum: Toward a curricular landscape of multiplicity. Journal of Curriculum and Supervision, 8(3), 255–268.
Bakhtin, M. M. (1981). The dialogic imagination. Four essays. Austin: The University of Texas Press.
Bateson, M. C. (1989). Composing a life. New York: Plume.
Behar-Horenstein, L. S., & Morgan, R. (1995). Narrative research, teaching, and teacher thinking: Perspectives and possibilities. Peabody Journal of Education, 70(2), 139–161.
Bradbeer, J. (1998). Imagining curriculum: Practical intelligence in teaching. New York: Teachers College Press.
Butler, J. (1990). Gender trouble. New York: Routledge.
Butler, J. (1991). Imitation and gender insubordination. In F. Fuss (Ed.), Inside/out: Lesbian theories, gay theories (pp. 13–31). New York: Routledge.
Chang, H. (2008). Autoethnography as method. Walnut Creek, CA: Left Coast Press, Inc.
Clandinin, D. J., & Connelly, F. M. (1988). The idea of curriculum. In J. Clandinin & M. Connelly (Eds.), Teachers as curriculum planners. New York: Teachers College Press.
Clandinin, D. J., & Connelly, F. M. (1992). Teacher as curriculum maker. In P. W. Jackson (Ed.), Handbook of research in curriculum (pp. 402–435). New York: Macmillan.
Clandinin, D. J., & Connelly, F. M. (1995). Teachers’ professional knowledge landscape. New York: TC Press.
Deleuze, G. (1988). Bergsonism. New York, NY: Zone Books.
Derrida, J. (1991). Jacques Derrida (G. Bennington, Trans.). Chicago, IL: University of Chicago Press.
Derrida, J. (1994). Specters of Marx: The state of the debt, the work of mourning, & the new international (P. Kamuf, Trans.). New York: Routledge. (Original work published 1993).
Derrida, J., & Dufourmantelle, A. (2000). Of hospitality. Stanford, CA: Stanford University.
Farenga, S. J., Ness, D., & Sawyer, R. D. (2015). Avoiding equivalence by leveling: Challenging the consensus-driven curriculum that defines students as “average”. Journal of Curriculum Theorizing 30(3), 8–27.
Gershon, W. (2012). Troubling notions of risk: Dissensus, dissonance, and making sense of students and learning. Critical Studies in Education, 53(3), 361–373.
Greene, M. (1971). Curriculum and consciousness. Teachers College Record, 73(2), 253–269.
Greene, M. (1991). Teaching. The question of personal reality. In A. Lieberman & L. Miller (Eds.), Staff development for education in the 90s: New demands, new realities, new perspectives. New York: Teachers College Press.
Hummel, G., & Toyosaki, S. (2015). Duoethnography as relational whiteness pedagogy. International Journal of Qualitative Inquiry, 8(1), 27–48.
Kemmis, S., & McTaggart, R. (1988). The action research planner (3rd ed.). Victoria, Australia: Deacon University Press.
Levinas, E. (1984). Emmanuel Levinas. In R. Kearney (Ed.), Dialogues with contemporary continental thinkers (pp. 47–70). Manchester: Manchester University Press.
Lewin, K. (1948). Resolving social conflicts. New York: Harper and Brothers.
Mezirow, J. (1990). How critical reflection triggers transformative learning. Fostering critical reflection in adulthood, 1–20.
Miller, J. (2011). Keynote address. Narrative, arts-based, and “Post” approaches to social research. Arizona State University.
Norris, J., R.D. Sawyer, & Lund, D. (Eds.). (2012). Duoethnography: Dialogic methods for social, health, and educational research. Walnut Creek, CA: Left Coast Publications.
Norris, J., & Sawyer, R.D. (2016). Theorizing Curriculum Studies, Teacher Education and Research through Duoethnographic Pedagogy. Palgrave Press.
Palmer, P. J. (1998). The courage to teach. Exploring the inner landscapes of a teacher’s life. San Francisco: Jossey-Bass Inc.
Palmer, P. J. (1993). To know as we are known: Education as a spiritual journey. San Francisco: Harper SanFrancisco.
Pinar, W. (1975). Curerre: Toward reconceptualization. In W. Pinar (Ed.), Curriculum theorizing. Berkeley: McCutchan Publishing Corporation.
Pinar, W. (1994). The method of Currere (1975). In W. Pinar (Ed.), Autobiography, politics and sexuality: Essays in curriculum theory 1972–1992 (pp. 19–27). New York: Peter Lang.
Sawyer, R. D., & Liggett, T. (2012). Shifting positionalities: A critical discussion of a duoethnographic inquiry of a personal curriculum of post/colonialism. International Journal of Qualitative Methods, 11(5), 628–651.
Sawyer, R. D., & Norris, J. (2013). Duoethnography: Understanding qualitative research. New York: Oxford University Press.
Sawyer, R. D., & Norris, J. (2015). Duoethnography: A retrospective 10 years after. International Journal of Qualitative Inquiry, 8(1), 1–4.
Schon, D. (1983). The reflective practitioner. New York: Basic Books, Inc.
Sean Wiebe, telephone call to author, July 9, 2015.
Vinz, R. (1996). Composing a teaching life. Portsmouth, NH: Boynton/Cook Publishers, Inc.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Copyright information
© 2016 The Author(s)
About this chapter
Cite this chapter
Sawyer, R.D., Norris, J. (2016). Dialogic Interdisciplinary Self-Study Through the Practice of Duoethnography. In: Sawyer, R., Norris, J. (eds) Interdisciplinary Reflective Practice through Duoethnography. Palgrave Macmillan, New York. https://doi.org/10.1057/978-1-137-51739-5_1
Download citation
DOI: https://doi.org/10.1057/978-1-137-51739-5_1
Published:
Publisher Name: Palgrave Macmillan, New York
Print ISBN: 978-1-137-51738-8
Online ISBN: 978-1-137-51739-5
eBook Packages: EducationEducation (R0)