Overview
Explores both the teaching of education courses and duoethnography as a methodology
Examines the potential of duoethnography as a research methodology, attending to its dialogic and pedagogic features suitable for graduate research courses
Offers a theorization of duoethnography as both a methodology and a pedagogy for self-examination, particularly in the realm of graduate education
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Table of contents (7 chapters)
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Front Matter
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Back Matter
Keywords
About this book
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.
Reviews
“Norris and Sawyer take duoethnography to the classroom and teacher education. This book is chock full of powerful examples demonstrating and theorizing how duoethnography can disrupt, reshape, and offer hope and imagination to our pedagogical ideas and practices. Read it now; practice it in your classrooms; celebrate the energy you and your students create, the relationships you form, and the insights you develop together!” (Carolyn Ellis, Distinguished University Professor, Department of Communication, University of South Florida)
“Pioneers of the method, Norris and Sawyer continue push the field of duoethnography forward. Expanding on their groundbreaking earlier works, the authors now tackle its pedagogical implications and methodological issues in collaboration with a broad range of interdisciplinary scholars. Another significant contribution to the literature on duoethnography and critical, reflexive methodologies more broadly, this book will be of great value to those in teacher education, research methodology, and higher education in general.” (Patricia Leavy, author of “Method Meets Art-Arts-Based Research Practice”)
“Profoundly provocative. No others have studied the roles of duoethnography more than Norris and Sawyer, and this book answers and further opens the question through the conversational play across and within the chapters. What seems to be a simple idea offers tremendous opportunity for studying the complexities and critiquing the assumptions of how knowing is constructed. It's definitely a book I could use in my courses.” (Pauline Sameshima, Canada Research Chair in Arts Integrated Studies, Lakehead University, USA)
“As one of the most exciting and promising qualitative research methodologies emerging in the past few decades, duoethnography foregrounds the dialogic, collaborative, and emergent dynamics that ought to energize contemporary research in the social sciences and health sciences. This book acknowledges how research can be creative, humane, personal, social, just, activist, and transformative.” (Carl Leggo, Professor of Education, University of British Columbia, Vancouver, Canada)
Editors and Affiliations
About the editors
Richard D. Sawyer is Professor of Education at Washington State University Vancouver, USA. He is interested in reflexive and transformative curriculum within transnational contexts, especially those related to education and neo-liberalism and homo-normativity.
Bibliographic Information
Book Title: Theorizing Curriculum Studies, Teacher Education, and Research through Duoethnographic Pedagogy
Editors: Joe Norris, Richard D. Sawyer
DOI: https://doi.org/10.1057/978-1-137-51745-6
Publisher: Palgrave Macmillan New York
eBook Packages: Education, Education (R0)
Copyright Information: The Editor(s) (if applicable) and The Author(s) 2017
Hardcover ISBN: 978-1-137-51744-9Published: 23 December 2016
eBook ISBN: 978-1-137-51745-6Published: 22 December 2016
Edition Number: 1
Number of Pages: VII, 159
Number of Illustrations: 2 b/w illustrations
Topics: Curriculum Studies, Educational Philosophy, Teaching and Teacher Education, Administration, Organization and Leadership, Ethnography