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.
表中的内容
Chapter 1. The Efficacy of Duoethnography in Teaching and Learning: A Return to its Roots.- Chapter 2. Teaching through Duoethnography in Teacher Education and Graduate Curriculum Theory Courses.- Chapter 3. Right and Wrong (and Good Enough): A Duoethnography within a Graduate Curriculum Studies Course.- Chapter 4. Dialogic Life History in Preservice Teacher Education.- Chapter 5. Duoethnography as a Pedagogical Tool that Encourages Deep Reflection.- Chapter 6. Exploring Duoethnography in Graduate Research Courses.- Chapter 7. Community, identity, and graduate education: Using duoethnography as a mechanism for forging connections in academia.
关于作者
Joe Norris is Professor of Drama in Education, Applied Theatre and Research Methods at Brock University, Canada. He has focused his teaching and research on fostering a playful, creative, participatory and socially aware stance toward self and Other.
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.
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