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.…mehr
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.
Richard D. Sawyer is Professor of Education at Washington State University Vancouver, USA. His scholarship focuses on qualitative research and curricular theory. He is interested in reflexive and transformative curriculum within transnational contexts, especially those related to education and neo-liberalism and homo-normativity. Joe Norris is Professor of Drama in Education and Applied Theatre at Brock University, Canada. He is the recipient of the 2015 Tom Barone Award for Distinguished Contributions to Arts Based Educational Research from the Arts Based Educational Special Interest Group of the American Educational Research Association. He has focused his teaching and research on fostering a playful, creative, participatory and socially aware stance toward self and Other.
Inhaltsangabe
1. Dialogic Interdisciplinary Self-Study through the Practice of Duoethnography.- Section One: Duoethnographies of Classroom Practice.- 2.In Search of an Artistic Curriculum Identity.- 3. Tracing the Roots of a Desire for Mutualist Teaching and Learning: Valuing Community Building and Democratic Classrooms.- 4. Talking with Rousseau: Pedagogic Encounters with the Curriculum Ghosts of Early Childhood Education.- Section Two: Duoethnographies of University Practice.- 5. (Un)Becoming the I: A Duoethnography of Displacement.- 7.Social and institutional power structures meet duoethnography: The pedagogy of negotiating roles, dismantling Santa, and tilting "bitch".- Section Three: Duoethnography of Professional Practice.- 8.Using Duoethnography to Cultivate an Understanding of Professionalism: Developing Insights into Theory, Practice, and Self through Interdisciplinary Conversations.
1. Dialogic Interdisciplinary Self-Study through the Practice of Duoethnography.- Section One: Duoethnographies of Classroom Practice.- 2.In Search of an Artistic Curriculum Identity.- 3. Tracing the Roots of a Desire for Mutualist Teaching and Learning: Valuing Community Building and Democratic Classrooms.- 4. Talking with Rousseau: Pedagogic Encounters with the Curriculum Ghosts of Early Childhood Education.- Section Two: Duoethnographies of University Practice.- 5. (Un)Becoming the I: A Duoethnography of Displacement.- 7.Social and institutional power structures meet duoethnography: The pedagogy of negotiating roles, dismantling Santa, and tilting "bitch".- Section Three: Duoethnography of Professional Practice.- 8.Using Duoethnography to Cultivate an Understanding of Professionalism: Developing Insights into Theory, Practice, and Self through Interdisciplinary Conversations.
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