Full Description
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.
Contents
1. Dialogic Interdisciplinary Self-Study through the Practice of DuoethnographySection One: Duoethnographies of Classroom Practice2. In Search of an Artistic Curriculum Identity3. 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 6. What We Talk about When We Talk about Love: A Duoethnographic Exploration of the Dissertation Relationship 7. Social and institutional power structures meet duoethnography: The pedagogy of negotiating roles, dismantling Santa, and tilting "bitch" Section Three: Duoethnography of Professional Practice8. Using Duoethnography to Cultivate an Understanding of Professionalism: Developing Insights into Theory, Practice, and Self through Interdisciplinary Conversations
