Duoethnography with children

Shifting Positionalities: A Critical Discussion of a Duoethnographic Inquiry of a Personal Curriculum of Post/Colonialism

“…Duoethnographers have reported encountering a number of issues as they have engaged in this still emergent methodology. These issues have included age-based incongruous perceptions of experience (e.g., children doing collaborative research with an adult) (Ceglowski & Makovsky, 2012); an increase in shared, noncritical perspective (Breault, Hackler, & Bradley, 2012); and power imbalances in the research process (Lund & Nabavi, 2008). We may have indirectly encountered these issues, but their impact stayed relatively in the background as we adapted to their more contextual nature.…”

Implicating Ourselves Through Our Research: A Duoethnography of Researcher Reflexivity

“…Duoethnography is not simply a conversation between friend-researchers, however (Ceglowski and Makovsky 2012). Instead, "There must be a focused dialogic exploration between participants" so conversations do not become friendly "chats" (Kinnear and Ruggunan 2019:3).…”

Social inclusion within community youth programming: an exploration of the experiences of first and second generation youth within mainstream, multicultural and ethno-specific organizations

“…Therefore, youth participants were provided the choice of interview locations at either the Ryerson University library or a public library close to where they lived (Elwood & Martin, 2000). Many of the youth opted for public libraries close to where they lived as these environments were familiar to them, and this familiarity would reduce feelings of anxiety during the interview process (Ceglowski & Makovsky, 2012). In the library, private rooms were used as interviews should be held in a private place away from people who could overhear the youths' responses (Alderson & Morrow, 2004).…”

“…In the library, private rooms were used as interviews should be held in a private place away from people who could overhear the youths' responses (Alderson & Morrow, 2004). Although a few of the young people wished to have their interview take place at the location of their youth programming, this request was denied to prevent the youth participant from confusing the position of the researcher with a youth program staff thus preventing the youth from freely discussing their experiences within the youth program (Ceglowski & Makovsky, 2012;Greig et al, 2007).…”

“…Establishing a positive and safe emotional environment was essential for interviewing the youth participants as Alderson and Morrow (2004) warn of research processes which may intrude "into people's lives, and cause them great distress and embarrassment either during the project or afterwards" (Alderson & Morrow, 2004, p. 36). To reduce emotional risks during the interview process, I created a friendly environment by providing snacks, and starting the interview with informal warm up discussions and my own immigration story (Ceglowski & Makovsky, 2012;Greig et al, 2007;Valencia Vega, 2011). I found that sharing my own family's immigration story before the youth shared their own helped "build trust and enable the participant to open up" (Valencia Vega, 2011, p. 44).…”