Theorizing Curriculum Studies, Teacher Education, and Research through Duoethnographic Pedagogy, 1st ed. 2017
Langue : Anglais
Coordonnateurs : Norris Joe, Sawyer Richard D.
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.
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.
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.
Explores both the teaching of education courses and duoethnography as a methodology Examines the potential of duoethnography as a research methodology, attending to its dialogic and pedagogic features suitable for graduate research courses Offers a theorization of duoethnography as both a methodology and a pedagogy for self-examination, particularly in the realm of graduate education
Date de parution : 12-2016
Ouvrage de 159 p.
14.8x21 cm
Thèmes de Theorizing Curriculum Studies, Teacher Education, and... :
Mots-clés :
anthropology; curriculum; education; ethnography; philosophy; social science; teacher education; teaching
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