Abstract
This paper traces my journey carrying out three duoethnographic studies. Initially, I used duoethnography as an epistemology or pedagogical tool with teacher candidates. Next its use shifted to an ontological position. When I began each study there was an unresolved tension. By the end I felt a greater sense of connection to the past. The issues that were ever present became clearer and more manageable. There was a reconciliation of the past through a reincorporation in the present. How did I arrive at this innovative methodology? Why did it choose me? What are the challenges when engaging in a dialogic method that unravels the past? This paper interweaves three dialogic conversations in an attempt to glean what undergoing a duoethnography has taught me as I moved from an epistemological stance through an ontological awakening to my new reflective stance, which is guiding my present practice in the academy.
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