Abstract
We are of the belief that teaching for diversity starts at the grassroots level of the self. Since duoethnography “challenges and potentially disrupts the metanarrative of self at the personal level by questioning held beliefs” (Norris & Sawyer, Duoethnography: Dialogic methods for social, health, and educational research, 2012, p. 15), we believe this reflexive process provides the platform for us to deeply reflect and examine our own values and beliefs about diversity. Consequently, this methodology was the perfect catalyst to assist us in our need to disrupt the standardized and competency-based education reforms that predominate education today and answer the question: What is teaching for diversity anyway?
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Brown, H., Hamilton, H. (2016). Going Beneath the Surface: What Is Teaching for Diversity Anyway?. In: Brown, H., Sawyer, R., Norris, J. (eds) Forms of Practitioner Reflexivity. Palgrave Macmillan, New York. https://doi.org/10.1057/978-1-137-52712-7_9
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DOI: https://doi.org/10.1057/978-1-137-52712-7_9
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