This paper summarizes the discovery of an ethnographic self, the use of reflexive tales as method... more This paper summarizes the discovery of an ethnographic self, the use of reflexive tales as methodology, and the development of four cautionary ethics for novice ethnographers. Ethnographic ethics to live by include: demonstrating care and concern, accepting risk and uncertainty, suspending judgment, and exercising the art of listening, selection and representing. Each ethic was lived in the field, developed through reflexive questioning, and further constructed, articulated and re-envisioned through research literature. The discussion of these four ethics is contextualized within an inquiry that focused on the use of text-to-speech technology in a Grade 5 classroom. Within these ethics, students were valued as collaborators in the process, offering suggestions to the inquiry when relevant. In the end, they felt comfortable viewing and discussing the value of text-to-speech technology as an intrusion to their reading process, a choice to make, or a life tool.
This paper represents a ‘trialogue’ between three individuals, all professors in a Faculty of Edu... more This paper represents a ‘trialogue’ between three individuals, all professors in a Faculty of Education, each at a different stage of the doctoral process: one, a recent graduate, one in the process of writing the final draft of her dissertation, and one just beginning. Evident throughout this article is the guiding assumption that learning is something that is experienced through reflective and collaborative practice – it is a journey rather than something that is acquired as a product or a destination. Three individual voices recount personal anecdotes; come to terms with dissonance through dialogue, valuation (valuing of), validation, and consonance. It is our hope that those who read this article will find within its pages their own dissonances, recognizing that a search for consonance brings with it important insights and understandings that will resonate for a lifetime.
In this article, we explore the value of metaphorical performance as both a site of inquiry and a... more In this article, we explore the value of metaphorical performance as both a site of inquiry and a product of inquiry. As we engaged in dialogue about performance versus presentation, audience perceptions, and how best to capture our musings in written text, we encountered resistance both within ourselves and within our audience. Situating this dialogue within the paradigm of arts-based inquiry allows us to resolve issues related to identity, acceptable research presentation formats, and audience, both intended and accidental. The paper is intended to be read as a performance text and ongoing dialogue that weaves together our voices as teachers-writers-researchers and those of prominent researchers in the field.
In this article, we explore the value of metaphorical performance as both a site of inquiry and a... more In this article, we explore the value of metaphorical performance as both a site of inquiry and a product of inquiry. As we engaged in dialogue about performance versus presentation, audience perceptions, and how best to capture our musings in written text, we encountered resistance both within ourselves and within our audience. Situating this dialogue within the paradigm of arts-based inquiry allows us to resolve issues related to identity, acceptable research presentation formats, and audience, both intended and accidental. The paper is intended to be read as a performance text and ongoing dialogue that weaves together our voices as teachers-writers-researchers and those of prominent researchers in the field.
This paper summarizes the discovery of an ethnographic self, the use of reflexive tales as method... more This paper summarizes the discovery of an ethnographic self, the use of reflexive tales as methodology, and the development of four cautionary ethics for novice ethnographers. Ethnographic ethics to live by include: demonstrating care and concern, accepting risk and uncertainty, suspending judgment, and exercising the art of listening, selection and representing. Each ethic was lived in the field, developed through reflexive questioning, and further constructed, articulated and re-envisioned through research literature. The discussion of these four ethics is contextualized within an inquiry that focused on the use of text-to-speech technology in a Grade 5 classroom. Within these ethics, students were valued as collaborators in the process, offering suggestions to the inquiry when relevant. In the end, they felt comfortable viewing and discussing the value of text-to-speech technology as an intrusion to their reading process, a choice to make, or a life tool.
This paper represents a ‘trialogue’ between three individuals, all professors in a Faculty of Edu... more This paper represents a ‘trialogue’ between three individuals, all professors in a Faculty of Education, each at a different stage of the doctoral process: one, a recent graduate, one in the process of writing the final draft of her dissertation, and one just beginning. Evident throughout this article is the guiding assumption that learning is something that is experienced through reflective and collaborative practice – it is a journey rather than something that is acquired as a product or a destination. Three individual voices recount personal anecdotes; come to terms with dissonance through dialogue, valuation (valuing of), validation, and consonance. It is our hope that those who read this article will find within its pages their own dissonances, recognizing that a search for consonance brings with it important insights and understandings that will resonate for a lifetime.
In this article, we explore the value of metaphorical performance as both a site of inquiry and a... more In this article, we explore the value of metaphorical performance as both a site of inquiry and a product of inquiry. As we engaged in dialogue about performance versus presentation, audience perceptions, and how best to capture our musings in written text, we encountered resistance both within ourselves and within our audience. Situating this dialogue within the paradigm of arts-based inquiry allows us to resolve issues related to identity, acceptable research presentation formats, and audience, both intended and accidental. The paper is intended to be read as a performance text and ongoing dialogue that weaves together our voices as teachers-writers-researchers and those of prominent researchers in the field.
In this article, we explore the value of metaphorical performance as both a site of inquiry and a... more In this article, we explore the value of metaphorical performance as both a site of inquiry and a product of inquiry. As we engaged in dialogue about performance versus presentation, audience perceptions, and how best to capture our musings in written text, we encountered resistance both within ourselves and within our audience. Situating this dialogue within the paradigm of arts-based inquiry allows us to resolve issues related to identity, acceptable research presentation formats, and audience, both intended and accidental. The paper is intended to be read as a performance text and ongoing dialogue that weaves together our voices as teachers-writers-researchers and those of prominent researchers in the field.
Uploads
Papers by Michelann Parr