Abstract
In this chapter we explore the potential of duoethnography as a research methodology, attending to its dialogic and pedagogic features suitable for graduate research courses. Reflecting on our experiences with the approach, the invited co-authors—a professor and his current or former doctoral and graduate students—share insights on duoethnography as particularly salient in teaching collaborative and participatory research methods at graduate and doctoral levels. Through illustrations, we describe this dialogic approach as encouraging self-reflection, and opening up a critical examination of the beliefs and values underlying their practice. Here, we present duoethnography as a democratizing way of resisting some of the dehumanizing neoliberal features of contemporary universities, with encouragement for more scholars to engage and extend duoethnography with students in their university classes.
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Lund, D.E., Holmes, K., Hanson, A., Sitter, K., Scott, D., Grain, K. (2017). Exploring Duoethnography in Graduate Research Courses. In: Norris, J., Sawyer, R. (eds) Theorizing Curriculum Studies, Teacher Education, and Research through Duoethnographic Pedagogy. Palgrave Macmillan, New York. https://doi.org/10.1057/978-1-137-51745-6_6
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DOI: https://doi.org/10.1057/978-1-137-51745-6_6
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