A Duoethnographic Journey of Inclusion to Access
In this piece our aim is to each provide our voice as an instructor and as a student through the process of duoethnography. More, our purpose is to dive in to shared dialogue (Norris & Sawyer, 2017) to be reflective, critical, and present to re-envision our stories in juxtaposition with one another. We’ve employed William Pinar’s (1975) concept of currere, a “foundational tenet” (p. 2, Norris & Sawyer, 2017) of duoethnography, to engage together through “complicated conversations” (Pinar, 2004) of our individual and shared experiences in education spaces.
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