Combining Photography and Duoethnography for Creating a Trioethnography Approach to Reflect Upon Educational Issues Amidst the COVID-19 Global Pandemic

This study proposes a new research design, combining duoethnography and photography into a trioethnography that opens an artful lens through which educational changes, emerging and unfixed problems, and unexplored/unseen values and hopes were examined. Central to this trioethnography was voices of t...

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Autores principales:	Giang Nguyen H Le, Vuong Tran, Trang Thuy Le
Formato:	article
Lenguaje:	EN
Publicado:	SAGE Publishing 2021
Materias:	Social sciences (General) H1-99
Acceso en línea:	https://doaj.org/article/98e81cece56a4b57a8c83e542539f4cc
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spelling	oai:doaj.org-article:98e81cece56a4b57a8c83e542539f4cc2021-11-17T23:03:37ZCombining Photography and Duoethnography for Creating a Trioethnography Approach to Reflect Upon Educational Issues Amidst the COVID-19 Global Pandemic1609-406910.1177/16094069211031127https://doaj.org/article/98e81cece56a4b57a8c83e542539f4cc2021-10-01T00:00:00Zhttps://doi.org/10.1177/16094069211031127https://doaj.org/toc/1609-4069This study proposes a new research design, combining duoethnography and photography into a trioethnography that opens an artful lens through which educational changes, emerging and unfixed problems, and unexplored/unseen values and hopes were examined. Central to this trioethnography was voices of three Vietnamese doctoral students with transnational experiences in Canada and Australia, around three educational topics: researcher positionality, education inequity, and mindfulness in relation to the global crisis within and beyond higher education contexts. Living transnationally in these insecure and rocky times of a pandemic gives us a unique opportunity to contemplate the global educational shifts, moves, and changes in and after the crisis. We formed our discussions in the three circles of the Indigenous approach, in which we shared cultural artifacts, such as photographs, and used them as the catalysts for personal and interactive reflections. Taking up the spirit of duoethnography, we have seen that findings might be emerging from our dialogues and discussions; we gathered three different voices of contemplative educators to juxtapose our diverse perspectives and experiences of how education is changing, evolving, and shifting significantly amidst the COVID-19. In this process, we have shown efforts in progressing the traditional methodological practices of duoethnography through our trioethnographic conversations. Within the back-and-forth conversations, we have seen multiple facets of our narrative experiences through photographs, including personal sophisticated emotions, struggles, hopes, and losses.Giang Nguyen H LeVuong TranTrang Thuy LeSAGE PublishingarticleSocial sciences (General)H1-99ENInternational Journal of Qualitative Methods, Vol 20 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Social sciences (General) H1-99
spellingShingle	Social sciences (General) H1-99 Giang Nguyen H Le Vuong Tran Trang Thuy Le Combining Photography and Duoethnography for Creating a Trioethnography Approach to Reflect Upon Educational Issues Amidst the COVID-19 Global Pandemic
description	This study proposes a new research design, combining duoethnography and photography into a trioethnography that opens an artful lens through which educational changes, emerging and unfixed problems, and unexplored/unseen values and hopes were examined. Central to this trioethnography was voices of three Vietnamese doctoral students with transnational experiences in Canada and Australia, around three educational topics: researcher positionality, education inequity, and mindfulness in relation to the global crisis within and beyond higher education contexts. Living transnationally in these insecure and rocky times of a pandemic gives us a unique opportunity to contemplate the global educational shifts, moves, and changes in and after the crisis. We formed our discussions in the three circles of the Indigenous approach, in which we shared cultural artifacts, such as photographs, and used them as the catalysts for personal and interactive reflections. Taking up the spirit of duoethnography, we have seen that findings might be emerging from our dialogues and discussions; we gathered three different voices of contemplative educators to juxtapose our diverse perspectives and experiences of how education is changing, evolving, and shifting significantly amidst the COVID-19. In this process, we have shown efforts in progressing the traditional methodological practices of duoethnography through our trioethnographic conversations. Within the back-and-forth conversations, we have seen multiple facets of our narrative experiences through photographs, including personal sophisticated emotions, struggles, hopes, and losses.
format	article
author	Giang Nguyen H Le Vuong Tran Trang Thuy Le
author_facet	Giang Nguyen H Le Vuong Tran Trang Thuy Le
author_sort	Giang Nguyen H Le
title	Combining Photography and Duoethnography for Creating a Trioethnography Approach to Reflect Upon Educational Issues Amidst the COVID-19 Global Pandemic
title_short	Combining Photography and Duoethnography for Creating a Trioethnography Approach to Reflect Upon Educational Issues Amidst the COVID-19 Global Pandemic
title_full	Combining Photography and Duoethnography for Creating a Trioethnography Approach to Reflect Upon Educational Issues Amidst the COVID-19 Global Pandemic
title_fullStr	Combining Photography and Duoethnography for Creating a Trioethnography Approach to Reflect Upon Educational Issues Amidst the COVID-19 Global Pandemic
title_full_unstemmed	Combining Photography and Duoethnography for Creating a Trioethnography Approach to Reflect Upon Educational Issues Amidst the COVID-19 Global Pandemic
title_sort	combining photography and duoethnography for creating a trioethnography approach to reflect upon educational issues amidst the covid-19 global pandemic
publisher	SAGE Publishing
publishDate	2021
url	https://doaj.org/article/98e81cece56a4b57a8c83e542539f4cc
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Combining Photography and Duoethnography for Creating a Trioethnography Approach to Reflect Upon Educational Issues Amidst the COVID-19 Global Pandemic

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