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Chapter 7. The role of duoethnography in critical ELT research

Reflexivity, ideology critique, and praxis
  • Robert J. Lowe
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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

Duoethnography is an approach to research often associated with projects; that is, with research which is focused on issues of discrimination, prejudice, and social justice. In recent years, such research has often been aligned theoretically with , which resists theory building, and instead aims to question and deconstruct dominant power relations. However, there has been a recent move in critical ELT research towards forms of critique associated with , critical realism, and critical theory. Building on this structural (re)turn, this chapter explores the role duoethnography could play in a research program oriented around the post-Marxist critical theory of the early Frankfurt School. Drawing on a conception of critical theory as a form of self-reflexive social science focused on ideology critique and emancipatory praxis, this chapter explores how the dialogic nature of duoethnography could be reconstituted as an engine for theoretical development and raising. It is suggested that through processes of immanent critique, duoethnography could be used to evaluate the internal coherence of claims within a critical program of research in ELT, as well as identifying starting points for ideology critique. Finally, the accessibility of duoethnographic work is presented as a possible route for transforming research into praxis.

Abstract

Duoethnography is an approach to research often associated with projects; that is, with research which is focused on issues of discrimination, prejudice, and social justice. In recent years, such research has often been aligned theoretically with , which resists theory building, and instead aims to question and deconstruct dominant power relations. However, there has been a recent move in critical ELT research towards forms of critique associated with , critical realism, and critical theory. Building on this structural (re)turn, this chapter explores the role duoethnography could play in a research program oriented around the post-Marxist critical theory of the early Frankfurt School. Drawing on a conception of critical theory as a form of self-reflexive social science focused on ideology critique and emancipatory praxis, this chapter explores how the dialogic nature of duoethnography could be reconstituted as an engine for theoretical development and raising. It is suggested that through processes of immanent critique, duoethnography could be used to evaluate the internal coherence of claims within a critical program of research in ELT, as well as identifying starting points for ideology critique. Finally, the accessibility of duoethnographic work is presented as a possible route for transforming research into praxis.

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.8.07low

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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