Arts-based Duoethnography
Chien, T. F. & Yang, H. C. (1st round review). Investigating Professional Identity Development through Arts-based Duoethnography
​
Abstract:
This study employs an arts-based duoethnographic approach to contemplate the nuances of and understand the struggles that two researchers confronted in their new professional roles as art educators. The investigation focuses on how conversations, art practices, and reflective/diffractive analysis could help understand or process professional identity development. The data includes art practices, field notes, monthly meetings, and emails from February to May 2019. The main content of this article presents the two researchers’ exchange of emails and art pieces as part of the preliminary data analysis. Two pivotal elements stood out in the exploration: diffracting relationships and deconstructing perspectives that support their growth and development during the process. Additionally, the investigation affirms that positive differences can be produced even though two researchers hold distinct perspectives. The methodology supports professional identity development as an ongoing and deconstructing process of searching for differences and being different.
​
Keywords: arts-based duoethnography, professional development, teacher identity, identity development, diffraction, deconstruction
Claire Chien, The First Year of Teaching (2018-2019)
​
Hsui-Chun, Yang, Visual Diary (Feb. 2019)
Chien, T. F. & Yang, H. C. (2019). Arts in Transformative Learning: An Arts-based Duoethnography. Reflective Practice. DOI: 10.1080/14623943.2019.1651714
Abstract:
Beginning from a car conversation, Hsiu and I, we two art educators shared our teaching beliefs on transformative learning theory (TL) in arts and the Reggio Emilia approach (REA) and came to realize the two shared many similar characteristics. Therefore, we decided to employ arts-based duoethnography as our method to explore and present how art allows us to discuss and share our understandings on both theories. Duoethnography is involved in a reflective dialogue of two or more than two researchers with different perspectives (Norris & Sawyer, 2012). In this project, we exchanged emails in which we narrated our teaching experiences and reflections on how art plays an essential role in teaching with as well as learning from TL and REA. The visual creations along with each email also reflected how our perspectives (re)fined and/or expanded each other’s existing understandings about the theories as well as our research and teaching practices. For us, art is not only a subject that we teach, but also an impactful way that helps us to think and understand the world. Hence, in this study, we aim to demonstrate how dialogues and artistic practices help us transform and shape our understandings on TL and REA from different perspectives.
Reference:
Norris, J., & Sawyer, R. D. (2012). Toward a dialogic methodology. In J. Norris, R. D. Sawyer & D. Lund (Eds.), Duoethnography: Dialogic methods for social, health, and educational research (pp. 9-39). Walnut Creek, CA: Left Coast Press.
.jpg)
Claire Chien, Intersection, 2017
Hsui-Chun, Yang, Becoming-arts-in-transformative-learning, 2017