Source: http://www.qualitative-research.net/index.php/fqs/article/view/3085/4329
Timestamp: 2019-04-25 14:45:39+00:00

Document:
Abstract: In this article we discuss the duoethnographical approach we adopted to extend/deepen our interpretations of ourselves as academic researchers attempting to practise engaged research with participants in the field. We take, as a starting point for our discussion, our engagements in various projects (not always together in the same research settings) in South Africa. We reflect specifically on our ways of co-researching prospects for advancing inclusive education with participants and stakeholders. In terms of South African policy, inclusive education implies that all learners—including those experiencing barriers to learning in various forms—should ideally be catered for in "mainstream" schools, unless barriers are too severe and require referral to "special" schools. Some of the barriers affecting learners' educational experiences are related to socioeconomic disadvantage. In the article we share the extended dialogues we have had with each other around the meaning(s) of research "engagement" in this context. We define our duoethnography as a process of thoughtful dialoguing around, and writing about, the development of co-researching practices between academic researchers and research participants, as we reconsider our ways of seeing such practices. At the same time, we reflect on our developing relationship as duoethnographers.
5. Theme 1/Question for Consideration: What is Engaged Co-Researching Between Professional Researchers and Research Participants?
6. Theme 2/Question for Consideration: Can we as Professional Researchers Share with Participants our Different Ways of Framing Issues that we Bring from Literature and from Life Experiences?
7. Theme 3: When Something Concerns you as Professional Researcher and Active Participant, what Responsibilities Do You Have to Try to Catalyse Action?
Hearing our responses/comments as well as our way of posing questions for additional reflection helped them to reinforce discussions they had as school staff members. As one participant stated: "... it's like you were saying, research is just telling the same question, looking at it from another angle. And it also reinforces the questions in our own minds, that we are not going on a tangent."
"Dan: I was new in academia and wanted to learn what it means to be an academic and to do research. You know, learning about academic life ... I realised that academic life is a lifestyle. You need to write about what you are doing and you constantly want to know more.
Norma: And do you think you picked that up from me?
Dan: Yes, in reading your work, you know, I was learning writing styles.
Norma: Initially, because Norma Nel introduced you to me as her doctoral student I was not sure how long you had been at [the] university. But what I noticed is that although you did not speak during the FG sessions [in Atteridgeville]—actually nor did I speak much because Norma Nel was facilitating—but in the car afterwards you were making some statements about the interactions of the participants also because you participated in the feedback sessions they gave. You made comments that you picked up from the context that often researchers are distrusted.
Norma: I realised you were making interesting points in the car and also in the meeting with Shila [district officers and head office] you were the one who changed the tone of the meeting. You said to them: 'You know these teachers are demoralised and if you have a different tone with them you can have a different relationship.' You were trying to make more relational encounters, instead of the district officers saying: 'It is like this' ... You wanted to shift the power relations.
Dan: If they are there not as authorities but as partners they will learn from the teachers. I advised that 'if you want to be seen as an authority the teachers will hold back and will not share ideas'.
Dan: ... have an attitude of collaborative work.
Norma: And I realised that when you tried to encourage collaboration it does not mean you become afraid to offer your own input. You were raising questions in the meeting to help them [the district officers] reflect. This means that you did not hold back from offering input. Like the indigenous research methodologists say, you can share some insights. Then you are deepening the scope of the discussion. Anyway, I learned that what you were practising in all your relationships, and also carried into your research relationships, is what the indigenous methodologists call relationality. I had read a lot about this concept as what they try to encourage. I gathered that although you had not read this literature, you were adept in finding possibilities to nurture such relationality in various relationships, including between academic researchers and research participants.
Dan: And even between us, although you have a communication style of probing me so that we can think about this together more deeply, I am also bringing you into the conversation to reflect and talk more too. I handle this in my way by asking you to recall and reflect upon some of our experiences with participants that we had during the international project with Norma Nel. I was saying to you: 'Do you remember, um, such and such in that project?"—and that prompted you to talk more! So between us we came to a way of interacting where we were equally contributing.
"Norma: Dan, why do you like hearing my questions? [Dan had previously mentioned that he found them therapeutic].
Dan: At first, like I said, it was just giving you feedback on what happened [in the research in the 500 Schools Project, when engaging with the participants] and later it became kind of the teamwork [between us, as we reflected together] and also it was therapeutic because I learned more about myself and I became interested and when you asked the questions, I learned about myself. I mean many things that are about myself.
Norma: I think you also realised more that you can legitimately bring yourself [as a caring person] into the research situation. You don't need to think that as a researcher your job is just to go in and get information and publish. So you learned that you can bring yourself into the research situations. Would you say that?
Dan: Definitely. I can be a participant. A participant at the same time as a researcher participant and have [them both at] exactly the same time.
Dan: Before this, in terms of research training, I did know the difference, a real difference between qualitative and quantitative. Then, I didn't know the term 'mixed methods'. And I also did not know about interacting with participants.
Norma: We've done pretty well today [in our dialogue]. We've understood better how we ourselves have managed to interact. It's mainly been me also asking you questions as part of our dialogical methodology? And in the dialogue we probe more and more deeply.
Norma: And I think we learned to trust each other. How would you say we learned that?
Dan: Well, it was like the more we talked, the more we felt safe next to each other. It is not easy to tell your experiences to a stranger. It started a long time ago in 2012, and with time we started ... time made us feel safe with each other. Talking about our experiences and maybe talking about positive experiences. Talking about positive thinking. It was positive thinking. Helping people. Feeling good about helping people.
Norma: And Dan, do you think, I wonder if we should introduce this into our new article, but what do you think about like you being black and me [being] white. In the context of our conversations, is that a feature or not?
Dan: At first I felt like that, but you know, I don't see colour anymore between us, ... but surprisingly I see that with other people. When we were in America, I felt safe with you.
Norma: Right. And likewise I felt the same. It was wonderful being together at the conference.
Dan: With time, I know, I saw us as GREY!
Norma: So in America, you just felt safe being near me?
Dan: Having been together and, um, you know, sharing positive experiences.
Norma: Yeah, right, sharing positive experiences, feeling at home with each other. Yes. Yes.
Norma: So you feel you're learning from my research experience?
Dan: Yes. Most of the skills that I use [are] from the way I saw your writings ... It's the truth.
Norma: True, you read some of my work. So, Dan, when you say you say to people: 'I like Norma. I learned a lot from Norma. I'm continuing to learn a lot', are you learning through our dialogue?
Dan: You know, you taught me to listen consciously. I listen to what I'm saying. While I am answering, I am listening to what I'm saying to you and I never knew that I could do that. So that experience ... that's what I say it's THERAPEUTIC.
Norma: So, Dan, things that you didn't realise that you could express, you express [them]. It's new to you as you express it. It's becoming clearer to you as you speak?
Dan: Um, this makes me aware about some other things that I was not aware about.
Dan: Yeah. You tap into experiences and when you ask questions, I live those experiences, I live them from our DIALOGUE and think again about their MEANINGS.
Norma: Very interesting. You know what's interesting is that our dialogues are always fresh, we talk new things ... because I ask you something and I don't know what the answer will be.
Dan: Even me, when you ask me, it's very true. Um, I don't know what you're going to ask. I don't know what I'm going to say. I just talk talk talk and talk. Answering the questions is only [done] truthfully.
Dan: I just say it the way I know it.
Dan: I'm listening to myself.
Norma: Yes. And therefore the answers are actually quite. ... What's the word?
Norma: Now I realise that through this questioning of yours you stimulate my memory and so cause me to reflect on it further. Yes, my initial introduction to them about the FG session being a learning encounter was very important. It geared them up towards treating it like that. I was displaying that we wanted people to feel that they could benefit from our being there. It was a form of showing that we were hoping to develop reciprocity. This is stated by many indigenous authors. You know, authors such as Bagele Chilisa (2009, 2012), Margaret Kovach (2009), Shawn Wilson (2008), and LaDonna Harris (2000) all stress this.
Dan: I think I must start to read up on these authors now too. I am going to do it.
Theme 1: What is engaged co-researching between professional researchers and research participants?
Theme 2: Can we as professional researchers share with participants our different ways of framing issues that we bring from literature and from life experiences, and in this way challenge their perspectives?
"Norma: So I gather that you were also discussing together the social barriers like that learners were alone as HIV/AIDS orphans, or other things that were arising?
Dan: Yeah. And you know they couldn't, some were as young, you know like [a] Grade 5 child was looking after her younger siblings, and then they had to go home after school or sometimes they wouldn't come to school, and were taking care of young siblings.
Dan: So it had [an] impact on their studies or the[ir] education.
Norma: Yes, yes, I see. And so, therefore, when you were talking to the teachers and the SGB, were you the one who said we must start involving the social workers?
Dan: Yeah, because they could help, and especially with ... with those children getting, some of them didn't even have birth certificates, because to get a social grant you have to have a birth certificate. I know that social workers are working in the social development department, and they know the procedures of how to make sure that those children ultimately are able to get a social grant [to help alleviate poverty and increase their chances of getting support from an adult or guardian to care for them].
Norma: Okay. So you partly were suggesting to them make use of these social workers.
Dan: Yes, with the establishment of the SBST (School Based Support Team), the school is encouraged to make sure that they involve mainly social workers and a nurse, in case there's a problem of health for a particular child. And remember it's difficult to get a social worker, but remember that these ... even these social workers ... they go around schools on issues about HIV/AIDS or even disability or various aspects.
Norma: I understand. Now Dan, I've got another question. You know you were saying to me that what was happening in this visit, this intervention visit, is you were doing like co-research. Remember you said to me on the telephone that day, that it's like democratising the process of knowledge creation, all contribute to looking for how one can proceed further. You want to capacitate the community. In what sense was it co-research? Because you're there, and you're busy encouraging them, you know, you're saying by the way there are these facilities available to you; in what sense are they getting involved?
Dan: You know they were doing research on many things, like where they can get funds for particular, significant things.
Norma: Okay, so you almost ... So you said to them: 'This must be something that must be researched by you', kind of thing?
Dan: Yes. I said to them that they should go out and get information, where you can be able to get help.
Norma: Yes, right I see, and even find ways of identifying the right social worker or something?
Dan: Yes, they have to go out themselves to go and get information on where they can get any kind of help to address barriers to learning, for assistance. And then from there we come together again and then discuss what they found out. And then, you know, we'll discuss a way forward about the information that they have gathered.
Dan: On getting assistance to alleviate the situation.
Norma: Okay, so it's really assistance? Okay, I understand. That's what you meant by co-research.
Norma: But it's also co-research in the sense that they were the ones that were telling you what the main problem is, like they were identifying?
Norma: That like parents are working far away ... So the teachers are saying these are the factors that are important ... They're identifying the causal factors lying behind the barriers to learning.
Norma: Okay, so it's partly their identification of what the main issues are?
Dan: And even in class, the problems that are in class, are identified. The teachers are the ones who gave information.
Dan: On what are the problems ... One aspect was that classes are overcrowded, and the other one was that there's no good relations, one HOD said that, between learners and teachers. Because that ... most of the time, learners complain that they are being shouted at and sometimes corporal punishment is administered, even though government has abolished corporal punishment.
Dan: Yeah, to talk, to switch from Xhosa to English.
Norma: Okay I understand, and what did ... What was the solution to this issue of this language of instruction being ...?
Dan: She is the one who tried to address that and then talk to them, and she gave them suggestions, you know it's a long time, I can't remember very well what she exactly said to them.
Norma: Okay, but it was partly in response to them saying that that was an issue for them?
Norma: Okay, it was partly in response to them, and also because in focus groups [held across the project and also in their school] people had mentioned this as problematic.
"Dan: Firstly, I would like to know, is there anything that you learned from our visit last year?
Teacher: Firstly, I remember that you spoke about the misbehaviour of kids because of their staying alone and being orphans. You also suggested that we could form a School-Based Support Team (SBST).
Dan: [then asked explicitly] Has anything happened in regard to that and also to your handling of discipline issues in the school? How are the kids now?
Teacher: We have tried by all means to encourage the learners to do the work they are given; we tried to encourage them and since you came we have assembled them and reminded them that you were here. We told them that we are one of the schools targeted and we want to make sure we are on par with what is required because we were visited by the university. We explained to them ... the importance of education.
Dan: So did our visit make a different experience for the learners? Was our intervention helpful?
"Dan: And I'm mostly concerned with barriers to learning and teachers had to come with their problems, and as a group they must try and find solutions. So the teachers, um, had to give us [all of us in the meeting during the intervention visit] what concerns or challenges or problems are experienced and the group would then come with possible solutions.
Norma: So do you think that partly as a result of them talking together, the teachers also learn from each other?
Dan: It was one of the senior teachers who told me. You remember, the one who said that he is going to open his own school. Remember that I told them that the problem is not with the child, but it is with the system, what we do to the child, makes them develop behavioural problems, makes them to be not what they are supposed to be. And I said to him [to] try to get them here and ask them: 'But my child ... why are you doing this?' They were now [acting as] parents to the children [that is, as caring for them]. And the children were more cooperative. They even forgot about the stick.
Norma: Interesting. Interesting. So these are the main things I was keen to ask you [today] regarding your way of engaging with them. So now, Dan, I think we must talk about how we decided to get involved in this research together [reflecting on research experiences with participants] and how we learn from each other or ... um, developed our relationship because, you know, that's duoethnography, people talking together about, um, their experiences and in some ways it's our experiences of doing research.
"Dan: Remember we spoke during my visit about the formation of an SBST and we also spoke about the toilets: Has anything happened since then?
"Dan: They [initially] said they were waiting for [the] DoE or government to bring things to them. And after I talked to them, they are doing things for themselves. Now things have changed. No pot-holes in the class ... on the floor. You can see that it was not a good quality floor, cheap material was used and then they [the small holes] become bigger and bigger when the children move around the class. So there were many of those. It's a poor-quality floor. So they said, in the [later telephonic conversation] the SGB chairperson said that the floor in the classrooms was fixed. He said that they, um, wrote letters to different people, to business people, and businesses around the area agreed to come in and donate cement and sand, and they asked the parents what will it take to fix the floor. So the parents also got involved.
Dan (continued): The SGB chairperson is a lawyer and is also from the area: he was once a learner at this school. He knows people around. So, writing letters and giving that to, um, to relevant people was easy for him. And he said he never knew it would be so easy, rather than [having] to wait for the government. He went to Public Works and asked for toilets. Public Works was erecting a new building and they had portable toilets there. Then when the contractor finished and left, the toilets were not taken, but the contractor donated them to [the] school. And they also wrote to Public Works and Public Works made a promise that they [would] erect proper toilets.
Norma: So with the potholes in the class that also got the parents even involved in helping to fix the floor. That is interesting.
Dan: Because I told him about what happened in one school, when I was at the district office, in the North-West Province, uh, I told them that I spoke to the principal that he can solve the challenges in his school ... because he said that during lessons they'd see goats just coming into one of the classes ... cows running all over the classroom. So I advised the principal that he must write letters to various businesses to get a fence, and ask the SGB to get parents who will be able to erect the fence.
Dan: Ask for paint from businesses and find parents who will paint the school free of charge. And the principal should just organise some meals/refreshments for the parents.
Norma: So, Dan, so that is how we decided to start talking more [between us about your inspirational involvement with participants]. Cheryl said to me, you should've seen how Dan managed to interact with these participants. So then I decided to approach you, or how did you do it? And the reason I was able to approach you, was partly because of our earlier working together, would you say?
Dan: Yes, it was actually me and Norma Nel and you. Yup, we had an international inclusive education project and after that you suggested that, we have, um, a dialogue with the participants. And ask them: 'Were the interviews helpful?' And it started there. Remember also that even when we were driving back from the schools, we even had a dialogue in the car going back, but you know, we were very excited that at first the teachers were not happy to see us, but after the interviews they were very excited about what they [had] nearly lost [if they had not participated in the sessions]. The participants said that 'every time we see strangers, um, we feel like we are going to be burdened'.
"Dan: Our duoethnographical project has worked out, because we made opportunities to talk about things that, to others, would be too sensitive. For example, the black and white issue. You wanted to know how I felt about this so you raised the issue with me. And we both gave our thoughts from the heart. We did not learn to trust each other in an instant. It was through many interactions and many conversations that we learned to trust each other and to speak about ourselves, our lives, our work. Then we started to feel safe together. For me, this is important so that we can then engage in genuine dialogue and not hold back our thoughts and feelings as they arise.
Bartels, Koen P.R. & Wittmayer, Julia M. (2018). Introduction: Action research in policy analysis and transition research. In Koen P.R. Bartels & Julia M. Wittmayer (Eds.), Action research in policy analysis: Critical and relational approaches to sustainability transitions (pp.1-18). London: Routledge.
Bochner, Arthur P. (2017). Heart of the matter. International Review of Qualitative Research, 10(1), 67-80.
Bochner, Arthur P. & Ellis, Carolyn (2016). Evocative autoethnography: Writing lives and telling stories. New York, NY: Routledge.
Bowen, Sarah (2015). The relationship between engaged scholarship, knowledge translation and participatory research. In Gina Higginbottom & Pranee Liamputtong (Eds.), Participatory qualitative research methodologies in health (pp.183-199). London: Sage.
Chilisa, Bagele (2009). Indigenous African-centered ethics: Contesting and complementing dominant models. In Donna M. Mertens & Pauline E. Ginsberg (Eds.), The handbook of social research ethics (pp.407-426). London: Sage.
Chilisa, Bagele (2012). Indigenous research methodologies. London: Sage.
Collins, Patricia Hill (2000). Black feminist thought: Knowledge, consciousness and the politics of empowerment (2nd ed.). London: Harper Collins.
Denzin, Norman K. (2001). The reflexive interview and a performative social science. Qualitative Research, 1(1), 23-46, https://www.nyu.edu/classes/bkg/methods/denzin.pdf [Accessed: October 8, 2018].
Denzin, Norman K. (2003). Performance ethnography: Critical pedagogy and the politics of culture. Thousand Oaks, CA: Sage.
Denzin, Norman K. (2016). Analytic autoethnography, or déjà vu all over again. Journal of Contemporary Ethnography, 35(4), 419-428.
Department of Education (DoE), South Africa (2001). White Paper 6: Building an inclusive education and training system. Pretoria: DoE, https://wcedonline.westerncape.gov.za/Specialised-ed/documents/WP6.pdf [Accessed; January 4, 2013].
Dickson-Swift, Virginia; James, Erica L.; Kippen, Sandra & Liamputtong, Pranee (2006). Blurring boundaries in qualitative health research on sensitive topics. Qualitative Health Research, 16(6), 853-871.
Ellingson, Laura L. & Ellis, Carolyn (2008). Autoethnography as constructionist project. In James A. Holstein & Jaber F. Gubrium (Eds.), Handbook of constructionist research (pp.445-466). New York, NY: Guilford Press.
Gergen, Kenneth J. (2015). From mirroring to worldmaking: Research as future forming. Journal for the Theory of Social Behaviour, 45(3), 287-310, https://works.swarthmore.edu/cgi/viewcontent.cgi?article=1796&context=fac-psychology [Accessed: February 6, 2016].
Harris, LaDonna (2000). LaDonna Harris: A Comanche life. Lincoln, NE: University of Nebraska Press.
Hesse-Biber, Sharlene N. (2010). Qualitative approaches to mixed methods practice. Qualitative Inquiry, 16(6), 455-468.
Kidd, Jacquie & Finlayson, Mary (2015). She pushed me, and I flew: A duoethnographical story from supervisors in flight. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 1(1), Art. 15, http://dx.doi.org/10.17169/fqs-16.1.2217 [Accessed: January 4, 2018].
Kovach, Margaret (2009). Indigenous methodologies: Characteristics, conversations, and contexts. Toronto: University of Toronto Press.
Kuntz, Aaron M. (2015). The responsible methodologist: Inquiry, truth-telling, and social justice. Walnut Creek, CA: Left Coast Press.
Lincoln, Yvonne S. & Guba, Egor G. (2013). The constructivist credo. Walnut Creek, CA: Left Coast Press.
Magano, Meahabo D.; Tlale, Lloyd D.N. & Motitswe, Jacomina M.C. (2014). Inclusive education. In Soane J. Mohapi (Ed.), Handbook for primary school teachers: 500 Schools Project (pp.2-32). Pretoria: University of South Africa.
Mayan, Maria J. & Daum, Christine (2014). Politics and public policy, social justice, and qualitative research. In Norman K. Denzin & Michael D. Giardina (Eds.), Qualitative inquiry outside the academy (pp.73-91). Walnut Creek, CA: Left Coast Press.
McKay, Veronica I.; Mohapi, Soane J. & Romm, Norma R.A. (2017). Rethinking school discipline. In Meahabo Magano, Soane J. Mohapi & David Robertson (Eds.), Realigning teacher training in the 21st Century (pp.250-270). Hampshire: Cengage.
Mertens, Donna M. (2015). Research and evaluation in education and psychology (4th ed.). London: Sage.
Nel, Norma M.; Romm, Norma R.A. & Tlale, Lloyd D.N. (2015). Reflections on focus groups sessions held with teachers regarding inclusive education: Reconsidering focus group research possibilities. Australian Educational Researcher, 42(1), 35-53.
Norris, Joe & Greenlaw, Jim (2012). Responding to our muses: A duoethnography on becoming writers. In Joe Norris, Richard Sawyer & Darren E. Lund (Eds.), Duoethnography: Dialogic methods for social, health, and educational research (pp.89-113). London: Routledge.
Norris, Joe & Sawyer, Richard D. (2012). Toward a dialogic methodology. In Joe Norris, Richard Sawyer & Darren E. Lund (Eds.), Duoethnography: Dialogic methods for social, health, and educational research (pp.9-39). London: Routledge.
Purnell, David & Breede, Deborah C. (2017). Traveling the third place: Conferences as third places. Space and Culture, Online first.
Romm, Norma R.A. (2001). Accountability in social research: Issues and debates. New York, NY: Springer.
Romm, Norma R.A. (2010). New racism: Revisiting researcher accountabilities. New York, NY: Springer.
Romm, Norma R.A. (2015). Conducting focus groups in terms of an appreciation of Indigenous ways of knowing: Some examples from South Africa. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 16(1), Art. 2, http://dx.doi.org/10.17169/fqs-16.1.2087 [Accessed: January 31, 2015].
Romm, Norma R.A. (2018a). Reflections on a multi-layered intervention in the South African public education system: Some ethical implications for Community Operational Research. European Journal of Operational Research, 268(3), 971-983.
Romm, Norma R.A. (2018b). Responsible research practice: Revisiting transformative paradigm for social research. Cham: Springer.
Romm, Norma R.A. & Tlale, Lloyd, D.N. (2016). Nurturing research relationships: Showing care and catalysing action in a South African school research-and-intervention project South African Review of Sociology, 47(1), 18-37.
Romm, Norma R.A.; Nel, Norma M. & Tlale, Lloyd D.N. (2013). Active facilitation of focus groups: Exploring the implementation of inclusive education with research participants. South African Journal of Education, 33(4), Art. 811, https://files.eric.ed.gov/fulltext/EJ1137340.pdf [Accessed: September 30, 2013].
Roth, Wolff-Michael (2009). Auto/ethnography and the question of ethics. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 10(1), Art. 38, http://dx.doi.org/10.17169/fqs-10.1.1213 [Accessed: February 6, 2018].
Sawyer, Richard D. & Norris, Joe (2012). Why duoethnography: Thought on the dialogues. In Joe Norris, Richard Sawyer & Darren E. Lund (Eds.), Duoethnography: Dialogic methods for social, health, and educational research (pp.289-305). London: Routledge.
Sawyer, Richard D. & Liggett, Tonda (2012). Shifting positionalities: A critical discussion of a duoethnographic inquiry of a personal curriculum of post/colonialism. International Journal of Qualitative Methods, 11(5), 628-651, http://journals.sagepub.com/doi/pdf/10.1177/160940691201100507 [Accessed: February 6, 2018].
Simon, Gail (2013). Relational ethnography: Writing and reading in research relationships. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 14(1), Art. 4, http://dx.doi.org/10.17169/fqs-14.1.1735 [Accessed: February 6, 2018].
Siry, Christina; Ali-Kahn, Carolyne & Zuss, Mark (2011). Cultures in the making: An examination of the ethical and methodological implications of collaborative research. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 12(2), Art. 24, http://dx.doi.org/10.17169/fqs-12.2.1657 [Accessed: February 6, 2018].
Tlale, Lloyd D.N. (2017). Whole school improvement. In Meahabo D. Magano, Soane J. Mohapi & David Robertson (Eds.), Re-aligning teacher training in the 21st century (pp.186-202). Hampshire: Cengage.
Tlale, Lloyd D.N. & Romm, Norma R.A. (2018). Systemic thinking and practice toward facilitating inclusive education: Reflections on a case of co-generated knowledge and action in South Africa. Systemic Practice and Action Research, 31, 105-120.
Wilson, Shawn (2008). Research is ceremony: Indigenous research methods. Halifax: Fernwood.
Winkler, Ingo (2018). Doing autoethnography: Facing challenges, taking choices, accepting responsibilities. Qualitative Inquiry, 24(4), 236-247.
Norma Ruth Arlene ROMM (Doctor of literature, philosophy, and sociology) is professor in the Department of Adult Basic Education and Youth Development, University of South Africa. She is author of the following books: "The Methodologies of Positivism and Marxism" (1991), "Accountability in Social Research" (2001), "New Racism" (2010), "Responsible Research Practice" (2018), "People's Education in Theoretical Perspective" (with V. McKAY, 1992), "Diversity Management" (with R. FLOOD, 1996), and "Assessment of the Impact of HIV and AIDS in the Informal Economy of Zambia" (with V. McKAY, 2008). She has coedited three books (on "Social Theory", on "Critical Systems Thinking" and on "Balancing Individualism and Collectivism")— and published over 100 research articles. ORCID number: 0000-0002-1722-9720.
Tlale, Lloyd D.N. & Romm, Norma R.A. (2019). Duoethnographic Storying Around Involvements in, and Extension of the Meanings of, Engaged Qualitative Research [60 paragraphs]. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 20(1), Art. 7, http://dx.doi.org/10.17169/fqs-20.1.3085.

References: Art. 15
 Art. 2
 Art. 811
 Art. 38
 Art. 4
 Art. 24
 V. 
 V. 
 Art. 7