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Duoethnography by Norris, Joe; Sawyer, Richard D

By Norris, Joe; Sawyer, Richard D

Duoethnography is a collaborative study method during which or extra researchers interact in a discussion on their disparate histories in a given phenomenon. Their target is to interrogate and re-conceptualize latest ideals via a talk that's written in a play-script layout. The method of duoethnography serves because the concentration of this publication. Duoethnography allows stratified, nested, auto-ethnographic debts of a given examine context or query, designed to stress the advanced, reflexive, and aesthetic elements of either the paintings in procedure and the product. As a curriculum and a learn procedure, duoethnography explores seminal concerns: illustration in qualitative examine (how to symbolize findings while findings are created inside a dynamic phenomenonological text), and praxis (how examine contributes to a feeling of private change). Duoethnography permits researchers to discover their hybrid identities and to determine how their lives were positioned socially and culturally. contemporary duoethnographic stories have tested a number of issues, together with types of institutionalized racism, attractiveness, post-colonialism, multicultural identification building, barriers among sufferer and practitioner in psychological healthiness professions.

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Relationship inequities may be lessened between researchers who have a preexisting relationship and are used to discussing contentious or controversial issues. Researchers who are working together for the first time are often more explicit in how they approach equity within their work, in some cases even establishing “rules of the road” for their work together. In these situations it is sometimes necessary for researchers to discuss the collaborative context of their mutual work, both initially and in progress throughout their study.

This process in duoethnography also gives the reader access to the researchers’ values, beliefs, and epistemological assumptions, providing the reader with a transparent basis for making decisions about trustworthiness. Creswell and Miller (2000) suggested a two-dimensional framework that can provide researchers with a rationale for their choice of procedure “based on who assesses the credibility of a study and their own philosophical positions toward qualitative inquiry” (p. 124). Thus the researchers make their choices explicit to allow participants, reviewers, and readers of published research to assess the inquiry based on their own epistemological stances toward it.

The issue of validity has perhaps grown more pronounced as qualitative research has become more critical, collaborative, contextualized, self-reflective, and uncertain (Creswell & Miller, 2000). The complexity of ensuring validity in these newer forms of research partly stems from problems with language. The modernist and postpositivist language of validity, stressing “rigorous methods and systematic forms of inquiry” (Creswell & Miller, 2000, p. 125), forecloses or at least limits inquiry employing more critical forms of qualitative research.

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