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Chapter 3. Duoethnography

A collaborative, organic self-study methodology for personal and societal reconceptualization
  • Richard D. Sawyer and Shain Wright
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Reflexive and Reflective Research Approaches in Applied Linguistics
This chapter is in the book Reflexive and Reflective Research Approaches in Applied Linguistics

Abstract

In this chapter we provide an overview of the inquiry method of duoethnography, highlighting its evolution as a living, reflexive self-study methodology. We introduce duoethnography, present its tenets, and examine its affordances and limitations. We give examples of how it facilitates researchers’ critical examination of knowledge production and dissemination, as well as how their own discursively frames the inquiry. Falling within a tradition of ethnographic research practices, duoethnography draws from the work of diverse educational researchers, including and . Duoethnographers work in pairs (or occasionally trios), juxtaposing and intertwining storytelling with story-listening in trans-conceptual (analysis and synthesis) and transtemporal (past, present, and future) ways. It facilitates stratified, nested auto-autoethnographic accounts of a given research context or question designed to emphasize the complex, reflexive and aesthetic aspects of the work in process and product. A goal of duoethnography is researcher change and praxis, as well as self-understanding.

Abstract

In this chapter we provide an overview of the inquiry method of duoethnography, highlighting its evolution as a living, reflexive self-study methodology. We introduce duoethnography, present its tenets, and examine its affordances and limitations. We give examples of how it facilitates researchers’ critical examination of knowledge production and dissemination, as well as how their own discursively frames the inquiry. Falling within a tradition of ethnographic research practices, duoethnography draws from the work of diverse educational researchers, including and . Duoethnographers work in pairs (or occasionally trios), juxtaposing and intertwining storytelling with story-listening in trans-conceptual (analysis and synthesis) and transtemporal (past, present, and future) ways. It facilitates stratified, nested auto-autoethnographic accounts of a given research context or question designed to emphasize the complex, reflexive and aesthetic aspects of the work in process and product. A goal of duoethnography is researcher change and praxis, as well as self-understanding.

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. List of contributors vii
  4. Chapter 1. Reflectivity and reflexivity in qualitative research and scholarship 1
  5. Part I. Reflectivity and reflexivity in research
  6. Chapter 2. Transformative possibilities of autoethnography 22
  7. Chapter 3. Duoethnography 41
  8. Chapter 4. Toward an understanding of currere as a research method 61
  9. Chapter 5. Telling stories matters 80
  10. Part II. Reflectivity and reflexivity and Applied Linguistics Research
  11. Chapter 6. Affordances and limitations of autoethnography as a research method in Applied Linguistics 98
  12. Chapter 7. The role of duoethnography in critical ELT research 120
  13. Chapter 8. Currere 139
  14. Chapter 9. Narrative inquiry in Applied Linguistics Research 152
  15. Part III. Reflective and reflexive studies
  16. Chapter 10. An autoethnography of migration, language, and power dynamics 172
  17. Chapter 11. Duoethnographic inquiry into translingualism and language teacher identity 188
  18. Chapter 12. Past, present, and future 206
  19. Chapter 13. When children don’t learn to read 223
  20. Coda
  21. Chapter 14. Contemporary Applied Linguistics Research 248
  22. Author index 267
  23. Subject index 269
https://doi.org/10.1075/rmal.8.03saw

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. List of contributors vii
  4. Chapter 1. Reflectivity and reflexivity in qualitative research and scholarship 1
  5. Part I. Reflectivity and reflexivity in research
  6. Chapter 2. Transformative possibilities of autoethnography 22
  7. Chapter 3. Duoethnography 41
  8. Chapter 4. Toward an understanding of currere as a research method 61
  9. Chapter 5. Telling stories matters 80
  10. Part II. Reflectivity and reflexivity and Applied Linguistics Research
  11. Chapter 6. Affordances and limitations of autoethnography as a research method in Applied Linguistics 98
  12. Chapter 7. The role of duoethnography in critical ELT research 120
  13. Chapter 8. Currere 139
  14. Chapter 9. Narrative inquiry in Applied Linguistics Research 152
  15. Part III. Reflective and reflexive studies
  16. Chapter 10. An autoethnography of migration, language, and power dynamics 172
  17. Chapter 11. Duoethnographic inquiry into translingualism and language teacher identity 188
  18. Chapter 12. Past, present, and future 206
  19. Chapter 13. When children don’t learn to read 223
  20. Coda
  21. Chapter 14. Contemporary Applied Linguistics Research 248
  22. Author index 267
  23. Subject index 269
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