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Table of Contents

Chapter 1: Introduction Chapter 2: Research Design Chapter 3: Writing-up the Methods Section Chapter 4: Writing-up the Research Findings Chapter 5: Discussion Chapter 6: References/Additional Readings

About the Author

Richard Sawyer is Associate Professor of Education at Washington State University in Vancouver, Washington. He chairs the EdD Program in Teacher Leadership at Washington State University and the MIT Secondary Certification Program at Washington State University, Vancouver. His research includes curriculum studies and qualitative methodologies that are focused on emergent understandings and grounded epistemologies, in order to improve society and promote participatory democracy. He recently conducted research in Oaxaca, Mexico and Palestine. The applied context of curriculum theory and the relationships between curriculum theory and qualitative research methodologies are key foci of his work. Joe Norris is Professor of Drama in Education and Applied Theatre in the Department of Dramatic Arts at Brock University. He is an advocate of the arts as a means of knowing, doing, and being, and he has spent a number of years pioneering research methodologies and instructional and assessment strategies that employ arts-based approaches. His book Playbuilding as Qualitative Research: A Participatory Arts-Based Approach, which is based on his extensive work with Mirror Theatre (a social issues theatre company), received the American Educational Research Association's Qualitative Research SIG's 2011 Outstanding Book Award. With co-editors Laura McCammon and Carole Miller, he edited Learning to Teach Drama: A Case Narrative Approach, which includes case narratives written by student teachers about their field experiences. In addition to his research and teaching, Joe has recently served as the Communications Officer for the Brock University Faculty Association and is their incoming Joint Health and Safety Officer.


"[Duoethnography: Understanding Qualitative Research] is an edited collection containing 11 duoethnographic studies bookended by the editors' explanation, rationale, and perspectives on the method. The studies explore a range of curricular topics such as identity, power, and privilege. They also consider the role of duoethnographic methods as they relate to the contributing authors' transformative learnings. [...] Duoethnography presses our field forward by legitimizing a space to revive repressed, embodied knowing, challenging our socially constructed frameworks." -Pauline Sameshima, Journal of the Canadian Association for Curriculum Studies

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