Synopses & Reviews
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.
Review
“For a volume to bridge so many public and private arenas is a challenge – but a successful one! And to do so in such a captivating way – presenting photographs, scripts, songs and other modes of scholarly writing – is a testament to the duality of what can only be called the “rigorous play” at work here. In each chapter, the researchers seem to dance together, pushing and supporting each other, as they explore their chosen territories. I found myself unable to stop reading and engaging with each piece.”
— Lisa M. Given. Professor of Information Studies, Charles Sturt University, Australia
Review
“Always engaging, provocative, and insightful, the authors in Duoethnography present compelling performances of how social science research can be addressed from collaborative, critical, and creative perspectives. This collection of sophisticated and timely scholarship sings with dynamic potential for knowledge dissemination to diverse communities, and hopeful possibilities for transformation in complex personal, political, and pedagogical contexts.”
—Carl Leggo, poet and professor, University of British Columbia, Vancouver
Synopsis
Two dozen scholars present the first wave of duoethnographic writings on topics as diverse as gender, identity and curriculum, with the editors highlighting key tenets of this collaborative research methodology.
About the Author
Joe Norris is professor of Drama in Education and Applied Theatre in the Department of Dramatic Arts, Marilyn I. Walker School of Fine & Performing Arts at Brock University. He advocates the arts as ways of knowing, doing and being. His book, Playbuilding as Qualitative Research: A Participatory Arts-based Approach purports that playbuilding is a legitimate research methodology and received The American Educational Research Associations Qualitative Research SIGs Outstanding Book Award in 2011. His work with duoethnography furthers his interest in designing dialogic qualitative research methodologies that assist in the reconceptualization of the world and of self.Richard Sawyer is an Associate Professor of Education at Washington State University Vancouver. He chairs both the EdD Program in Teacher Leadership for Washington State University and the MIT Secondary Certification Program at Washington State University Vancouver. The focus of his research is on the pedagogy of change and praxis, specifically within the contexts of duoethnography, international democratic education, teacher decision-making, and curriculum theory. In terms of international education, he has recently conducted research in Oaxaca, Mexico and Palestine. The applied context of curriculum theory is a key focus of his work. He is currently completing an additional book with Joe Norris: Understanding Qualitative Research: Duoethnography (Oxford University Press).Darren E. Lund is a Professor in the Faculty of Education at the University of Calgary, where his research examines social justice activism in schools and communities. Darren earned his PhD at UBC, and his duoethnographic work is an extension of his ongoing inquiry into topics around identity, sexual orientation, youth activism, and social justice pedagogy. Darren is a former high school teacher, and is currently “Welcoming Communities” Domain Leader with the Prairie Metropolis Centre. He enjoys working collaboratively and has two co-edited books (with Paul Carr):The Great White North? Exploring Whiteness, Privilege and Identity in Education (2007, Sense Publishers) and Doing Democracy: Striving for Political Literacy and Social Justice (2008, Peter Lang Press).
Table of Contents
Foreword by Lisa Given1. Toward a Dialogic Methodology, Joe Norris & Richard D. Sawyer2. A Curriculum of Beauty, Nancy Rankie Shelton & Morna McDermott3. Power and Privilege, Patrice McClellan & Jennifer Sader4. Tensions and Contradictions of Living in a Multicultural Nation in an Era of Bounded Identities, Maryam Nabavi & Darren E. Lund5. Professional Boundaries: Creating Space and Getting to the Margins, Kathleen Sitter & Sean Hall6. Mirror Imaging Diversity Experiences: A Juxtaposition of Identities in Cross-Cultural Initiatives, Sonia Aujla-Bhullar & Kari Grain7. Alleyways and Pathways: Our Avenues through Patriotic Songs, M. Francyne Huckaby & Molly Weinburgh8. Duoethnography on Friendship, Morna McDermott & Nancy Rankie Shelton9. Dangerous Conversations: Understanding the Space between Silence and Communication, Deidre M. Le Fevre & Richard D. Sawyer10. The Hidden Curriculum: A Duoethnographic Exploration of What Schools Teach us about Schooling, Donna Krammer & Rosemarie Mangiardi11. A Duoethnographic Lens to Explore a Personal Curriculum of Post/Decolonization, Richard D. Sawyer & Tonda Liggett12. Responding to Our Muses: A Duoethnography on Becoming Writers, Joe Norris & Jim Greenlaw13. Seeking Rigor in the Search for Identity: A Trio-Ethnography, Rick Breault, Raine Hackler, & Rebecca Bradley14. How did I/we get here? Examining the History and Motivations of a Mathematician and an Educator, Tina Rapke15. Duoethnography: Looking Back - Looking Forward, Richard D. Sawyer & Joe NorrisIndexAbout the Authors