Open AccessCulturally Relevant Care Through the Lens of Duoethnography
Author(s) -
Jacqueline B. Koonce,
Karin A. Lewis
Publication year - 2020
Publication title -
the qualitative report
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.335
H-Index - 35
ISSN - 2160-3715
DOI - 10.46743/2160-3715/2020.4489
Subject(s) - narrative , institution , interpretation (philosophy) , ethnic group , craft , sociology , psychology , pedagogy , narrative inquiry , curriculum , linguistics , visual arts , anthropology , social science , art , philosophy
Our study endeavors to explore how culturally relevant care manifests in our teaching at a predominantly Hispanic-Serving Institution (HSI). Through duoethnography and collaborative interpretation of narrative data from our former students, we seek to better understand our own and our students’ learning experiences. Collecting our own and our students’ perspectives and stories about lived experiences with us as professors in narrative form allows for us and our respondents to reflect and express freely--to share views, impressions, interpretations, and experiences in our/their own words. Analysis of narrative reflections provides an opportunity to craft a story, to give voice to those living within the intersection of race, ethnicity, and cross-cultural teaching–learning relationships at a predominantly Hispanic-Serving Institution (HSI). Findings intend to illuminate personal epistemologies (Hofer & Bendixen, 2012) and dispositions for transcending cultural, racial, and linguistic boundaries in higher education, thus providing a multifaceted collective story of cultivating care in cross-cultural teaching–learning relationships.