Duoethnographic Storying Around Involvements in, and Extension of the Meanings of, Engaged Qualitative Research

Lloyd Daniel Nkoli Tlale, Norma Ruth Arlene Romm


In this article we discuss the duoethnographical approach we adopted to extend/deepen our interpretations of ourselves as academic researchers attempting to practise engaged research with participants in the field. We take, as a starting point for our discussion, our engagements in various projects (not always together in the same research settings) in South Africa. We reflect specifically on our ways of co-researching prospects for advancing inclusive education with participants and stakeholders. In terms of South African policy, inclusive education implies that all learners—including those experiencing barriers to learning in various forms—should ideally be catered for in "mainstream" schools, unless barriers are too severe and require referral to "special" schools. Some of the barriers affecting learners' educational experiences are related to socioeconomic disadvantage. In the article we share the extended dialogues we have had with each other around the meaning(s) of research "engagement" in this context. We define our duoethnography as a process of thoughtful dialoguing around, and writing about, the development of co-researching practices between academic researchers and research participants, as we reconsider our ways of seeing such practices. At the same time, we reflect on our developing relationship as duoethnographers.


constructed memories as forward looking; co-constructed storying; dialogical sense-making; duoethnography; engaged research relationships; researcher-participant relationships

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DOI: http://dx.doi.org/10.17169/fqs-20.1.3085

Copyright (c) 2019 Lloyd Daniel Nkoli Tlale, Norma Ruth Arlene Romm

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