This book is for both art-based researchers and research-informed artists, exploring the theatrical genre known as Collective Creation, or Playbuilding. Performers generate data around chosen topics-- from addiction and sexuality to qualitative research--by compiling scenes from their disparate voices. Audience members become involved in the investigation, and the performed scenes do not end the conversation but challenge and extend it. Through discussion and audience participation, the process examines how knowledge is defined and how data is mediated.

Duoethnography is a collaborative research methodology in which two or more researchers juxtapose their life histories in order to provide multiple understandings of a social phenomenon. Using their own biographies as sites of research and creating dialogic narratives, they provide multiple perspectives of this phenomenon for the reader, inviting the viewer to enter the conversation. The dialectic process of creating duoethnography is also designed to be transformative to the writers. In this volume, two dozen scholars present the first wave of duoethnographic writings on topics as diverse as gender, identity, and curriculum, with the editors framing key tenets of the methodology around the studies presented. This participatory, emancipatory methodology is of interest to those doing qualitative research and narrative writing in many disciplines.

Duoethnography is a collaborative research methodology in which two or more researchers juxtapose their life histories in order to provide multiple understandings of a social phenomenon. Using their own biographies as sites of research and creating dialogic narratives, they provide multiple perspectives of this phenomenon for the reader, inviting the viewer to enter the conversation. The dialectic process of creating duoethnography is also designed to be transformative to the writers. In this volume, two dozen scholars present the first wave of duoethnographic writings on topics as diverse as gender, identity, and curriculum, with the editors framing key tenets of the methodology around the studies presented. This participatory, emancipatory methodology is of interest to those doing qualitative research and narrative writing in many disciplines.

This book is for both art-based researchers and research-informed artists, exploring the theatrical genre known as Collective Creation, or Playbuilding. Performers generate data around chosen topics-- from addiction and sexuality to qualitative research--by compiling scenes from their disparate voices. Audience members become involved in the investigation, and the performed scenes do not end the conversation but challenge and extend it. Through discussion and audience participation, the process examines how knowledge is defined and how data is mediated.

This book explores the value of duoethnography to the study of interdisciplinary practice. Illustrating how dialogic and relational forms of research help to facilitate deeply emic, personal, and situated understandings of practice, the editors and contributors promote personal reflexivity and changes in practice. Education, drama, nursing counselling, and art in classroom, university, and larger professional spaces are examined by students, teachers, and practitioners using duoethnography to become more aware, dialogic, imaginative, and relational in their teaching.

This book explores the value of duoethnography to the study of interdisciplinary practice. Through rich stories, scholars illustrate how dialogic and relational forms of research help to facilitate deeply emic, personal, and situated understandings of practice and promote personal reflexivity and changes in practice. In this book, students, teachers, and practitioners use duoethnography to become more aware, dialogic, imaginative, and relational in their teaching. Forms of practice examined in this book include education, drama, nursing, counseling, and art in classroom, university, and larger professional spaces.

This edited volume addresses the different methods professionals use to promote a critical reflective and reflexive stance among practitioners, leading to both a reconceptualization of practice and its subsequent change. The goal of increased reflection in professional education is intended to expand approaches for professionals to work with diverse others. It is also intended to increase their levels of cognitive differentiation and depth of professional consciousness about themselves alongside diverse others in a rapidly changing world. This is an important issue in a range of applied professional programs, from education to medicine, social work to psychology, business to criminal justice, in nearly every country in the world.

Why yet another book about forgiveness? Abundant literature, written from Christian and other spiritual perspectives, is available specifying why forgiving those who offend us results in such improved physical, mental/emotional, and spiritual health. What makes this book unique, however, is that it deals strictly with survivors of child abuse and the profound ways that they are affected for life without some type of intervention. Learning to forgive, healing from abuse, and trusting/finding intimacy with Father God are three processes that are difficult, if not impossible, for most survivors of child abuse to experience. The power inherent in forgiveness contributes enormously to healing for deep wounds and the realization of true intimacy with the One we are privileged to call Abba, Father. Many survivors' highly personal, deeply sensitive, and incredibly dramatic accounts of abuse suffered, their choices to forgive, their experiences of deep healing, and ultimately the fulfillment of lifelong desires for closeness with God are documented in Forgiving Others and Trusting God . . . Handbook for Survivors of Child Abuse. You will find these accounts both inspirational and unforgettable Even if you never were victimized as a child, you will gain plenty of hands-on, practical tools to assist in your own journey from overcoming any emotional or spiritual obstacles and hindrances to forgiving others and trusting God. J. E. Norris-Bernal, M.S., was a Marriage and Family Therapist for over 20 years and an active member of the American Association of Christian Counselors. Ms. Norris-Bernal is currently a college professor teaching English and Psychology courses. She is also a Christian life coach for local and long-distance clientele. Prior to her work as a mental health professional, Ms. Norris-Bernal was a professional editor for 10 years. She resides in Arizona with her husband, and they have three adult children living in Southern California.

Duoethnography is a collaborative research methodology in which two or more researchers engage in a dialogue on their disparate histories in a given phenomenon. Their goal is to interrogate and re-conceptualize existing beliefs through a conversation that is written in a play-script format. The methodology of duoethnography serves as the focus of this book. Duoethnography facilitates stratified, nested, auto-ethnographic accounts of a given research context or question, designed to emphasize the complex, reflexive, and aesthetic aspects of both the work in process and the product. As a curriculum and a research method, duoethnography explores two seminal issues: representation in qualitative research (how to represent findings when findings are created within a dynamic phenomenonological text), and praxis (how research contributes to a sense of personal change). Duoethnography allows researchers to explore their hybrid identities and to see how their lives have been situated socially and culturally. Recent duoethnographic studies have examined a range of topics, including forms of institutionalized racism, beauty, post-colonialism, multicultural identity construction, and professional boundaries between patient and practitioner in mental health professions.

This book explores the value of duoethnography to the study of interdisciplinary practice. Illustrating how dialogic and relational forms of research help to facilitate deeply emic, personal, and situated understandings of practice, the editors and contributors promote personal reflexivity and changes in practice. Education, drama, nursing counselling, and art in classroom, university, and larger professional spaces are examined by students, teachers, and practitioners using duoethnography to become more aware, dialogic, imaginative, and relational in their teaching.