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Critiquing situatedness: An integrated approach to improving a researcher’s practice

Luitel, B.C. and Taylor, P.C. (2003) Critiquing situatedness: An integrated approach to improving a researcher’s practice. In: Western Australian Institute for Educational Research Forum 2003, 9 August 2003, Edith Cowan University. Mt Lawley Campus

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Abstract

This paper focuses on some methodological aspects of an ongoing Master's degree project that builds upon the researcher's autobiographical experiences of ethnographic moments. Informed by the recent construct of teacher education that research should improve educative practices of the researcher, the methodological edifice embodies alternative and multiple approaches to self study research by using multiple genres of writing - narrative, fictional storied, poetic and reflective representations - in order to represent the researcher's experiences as a mathematics student, teacher and teacher eductor in Nepal. Blending van Manen's criteria of representing texts - orientation, strength, richness, and depth - for invoking readers with pedagogical thoughtfulness within auto-ethnographic texts that critique the situatedness of the researcher, the bricolage metaphor is central to the inquiry.

Publication Type: Conference Paper
URI: http://researchrepository.murdoch.edu.au/id/eprint/37765
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