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International Journal of Progressive Education, v4 n1 2008

In this paper, I problematize the inextricable relationship between how I constitute knowledge and how I articulate knowledge. Through various narrative reflections I explore my own reckoning with dominant ways of articulating knowledge that reinforce ways of constituting knowledge that are inherently strange to me. I also outline my sojourns and departures into and from emergent modes of articulating knowledge such as personal narrative and autoethnography. Even though I acknowledge the emancipator nature of these modes, I show myself in tension with them in terms of their fit with my own geographies and topographies. I conclude with a discussion of a larger project I envision which implicates new modes of articulating knowledge that assume a much larger notion of self and personhood. I argue that a larger notion of self is vital to the making of a more expansive and inclusive definition of knowledge. (Contains 2 footnotes.)

Descriptors: Personal Narratives, Epistemology, Inquiry, Phenomenology, Ethnography, Writing Processes, Discourse Modes, Literary Styles

International Association of Educators. 1971 South Orchard Street, University of Illinois, Urbana, IL 61801. e-mail: secretary[at]inased.org; Web site: http://www.inased.org/ijpe.htm





Autor: Chawla, Devika; Rodriguez, Amardo

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=2017&id=ED500035







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