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





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


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.


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Author Biographies

Lloyd Daniel Nkoli Tlale, University of South Africa

Lloyd Daniel Nkoli TLALE (Doctor of education) is an associate professor in the Department of Psychology of Education at the University of South Africa. He joined the university after being a teacher and a teachers' college lecturer for several years. He was previously an education specialist for the Department of Basic Education, supporting and training teachers in inclusive education. His responsibilities include teacher training (tuition), postgraduate supervision, research and community engagement projects. His research interests include gifted child education, orphans and vulnerable children, children in conflict with the law, social justice and qualitative research. He has published book chapters as well as articles and has presented papers at various local and international conferences. ORCID number: 0000-0002-4658-0421.

Norma Ruth Arlene Romm, University of South Africa

Norma Ruth Arlene ROMM (Doctor of literature, philosophy, and sociology) is professor in the Department of Adult Basic Education and Youth Development, University of South Africa. She is author of the following books: "The Methodologies of Positivism and Marxism" (1991), "Accountability in Social Research" (2001), "New Racism" (2010), "Responsible Research Practice" (2018), "People's Education in Theoretical Perspective" (with V. McKAY, 1992), "Diversity Management" (with R. FLOOD, 1996), and "Assessment of the Impact of HIV and AIDS in the Informal Economy of Zambia" (with V. McKAY, 2008). She has coedited three books (on "Social Theory", on "Critical Systems Thinking" and on "Balancing Individualism and Collectivism")— and published over 100 research articles. ORCID number: 0000-0002-1722-9720.




How to Cite

Tlale, L. D. N., & Romm, N. R. A. (2019). Duoethnographic Storying Around Involvements in, and Extension of the Meanings of, Engaged Qualitative Research. Forum Qualitative Sozialforschung Forum: Qualitative Social Research, 20(1). https://doi.org/10.17169/fqs-20.1.3085



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