Duoethnographic Storying Around Involvements in, and Extension of the Meanings of, Engaged Qualitative Research
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Authors
Tlale, Lloyd Daniel Nkoli
Romm, Norma R.A.
Issue Date
2019
Type
Article
Language
en
Keywords
constructed memories as forward looking , co-constructco-constructed storyinged storying , dialogical sense-making
Alternative Title
Abstract
In this article we discuss the duoethnographical approach we adopted to extend/deepen our interpretations of ourselves as academic researchers attempting to practise engaged research with participants in the field. We take, as a starting point for our discussion, our engagements in various projects (not always together in the same research settings) in South Africa. We reflect specifically on our ways of co-researching prospects for advancing inclusive education with
participants and stakeholders. In terms of South African policy, inclusive education implies that all learners—including those experiencing barriers to learning in various forms—should ideally be
catered for in "mainstream" schools, unless barriers are too severe and require referral to "special" schools. Some of the barriers affecting learners' educational experiences are related to socioeconomic disadvantage. In the article we share the extended dialogues we have had with each other around the meaning(s) of research "engagement" in this context. We define our duoethnography as a process of thoughtful dialoguing around, and writing about, the development
of co-researching practices between academic researchers and research participants, as we reconsider our ways of seeing such practices. At the same time, we reflect on our developing
relationship as duoethnographers.
Description
Citation
Lloyd D.N. Tlale & Norma R.A. Romm: Duoethnographic Storying Around Involvements in, and Extension of the Meanings of, Engaged Qualitative Research. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research 20(1), Art. 7,
Publisher
Institut für Qualitative Forschung
License
Creative Commons Attribution 4.0 International License
Journal
Volume
Issue
PubMed ID
DOI
ISSN
1438-5627