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Narratives on Longing, Being, and Knowing: Envisioning a Writing Epistemology

Year 2008, Volume: 4 Issue: 1, 6 - 23, 01.04.2008

Abstract

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

References

  • Anzaldua, G. (1987). Borderlands/la frontera: The new mestiza. San Francisco, CA: Aunt Lutes.
  • Anzaldua, G., & Keating, A. (2002). This bridge we call home: Radical visions for transformation. New York: Routledge.
  • Bhabha, H. K. (1990). The third space. In J. Rutherford (Ed.), Identity, community, culture, difference (pp. 90-118). London: Lawrence and Wishart.
  • Bhabha, H. K. (1994). The location of culture. New York: Routledge and Kegan Paul.
  • Bochner, A. P. (2001). Narrative’s Virtues. Qualitative Inquiry, 7, 131-157.
  • Chawla, D. (2003). Two journeys. Qualitative Inquiry, 9 (5), 785-804.
  • Chawla, D., & Rodriguez, A. (2001). Emancipatory Pedagogy as Insurgency. Radical Pedagogy, 3:1.
  • Cisceneros, S. (1984). The house on mango street. New York: Vintage.
  • Conquergood, D. (1991). Rethinking ethnography: Toward a critical cultural politics. Communication monographs, 58, 179-194.
  • Conquergood, D. (2002). Performance studies: Interventions and radical research. The Drama Review: A Journal of Performance Studies 46 (2), 145-156.
  • Clair, R. P. (2003). The changing story of ethnography. In R. P. Clair (Eds.), Expressions of ethnography. Albany, NY: SUNY Press.
  • Crawford, L. (1996). Personal Ethnography. Communication Monographs, 63 (2), 158-170.
  • Frank, A. W. (1995). The wounded storyteller: Body Illness Ethics. Chicago, IL: University of Chicago Press.
  • Freire, P. (1970). Pedagogy of the oppressed. New York: Continuum.
  • Geertz, C. (1988). Works and lives: The anthropologist as author. Stanford, CA: Stanford University Press.
  • Homer, (1996). The Odyssey (Translated by Robert Fagles; first published in 800 B.C. E.). New York: Penguin. hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. New York: Routledge.
  • Jackson, M. (1989). Paths toward a clearing: Radical empiricism and ethnographic enquiry. Bloomington, IN: Indiana University Press.
  • Kondo, D. K. (1990). Crafting selves: Power, gender, and discourses of identity in a Japanese workplace. Chicago, IL: University of Chicago Press.
  • Lorde, A. (1984). Sister outsider. Freedom, CA: Crossing Press.
  • Madison, D. S. (1999). Performing theory/embodied writing. Text and Performance Quarterly, 19 (2), 107-124.
  • Minh-ha, T. T. (1989). Women, Native, Other: Writing postcoloniality and Feminism. Bloomington, IN: Indiana University Press.
  • Moraga, Cherie` (1993). The last generation. Boston, MA: South End Press.
  • Narayan, K. (1993). How native is the ‘native’ anthropologist? American Anthropologist 95, 671-686.
  • Pollock, D. (1998). Performing writing. In P. Phelan & J. Jane (Eds.), the ends of performance, (pp. 73-103). New York: New York University Press.
  • Richardson, L. (2000). Writing: A method of inquiry. In N.K. Denzin and Y. S. Lincoln (Eds.), Handbook of Qualitative Research (2nd ed., pp. 923-948). Thousand Oaks, CA: Sage.
  • Richardson, L., & St. Pierre, E. A. (2004). Writing: A method of inquiry. In N. K. Denzin and Y. S. Lincoln (Eds.), Handbook of Qualitative Research (3rd ed., pp. 959-978). Thousand Oaks, CA: Sage.
  • Said, E. W. (1979). Orientalism. New York: Vintage.
  • Stacey, J. (1991). Can there be a feminist ethnography? In S. B. Gluck and D. Patai (Eds.), Women’s words: The feminist practice of oral history. London: Routledge.
  • West, C. (1991). The dilemma of the black intellectual. In b. hooks and C. West, Breaking bread: Insurgent black intellectual life. Boston, MA: South End Press.
  • Willis, P. (1977). Learning to labor: How working class kids get working class jobs. New York: Columbia University Press, Notes [1]
  • This paper was conceptualized, theorized, and stylized equally by both authors. For reasons of
  • coherence and clarity, we have made a deliberate creative decision for the paper to be narrated by one
  • author, the first one.
  • I have written, in greater detail, about my stay in this boarding school in an auto/ethnographic essay
  • entitled, “Two Journeys” (2003).

Devika Chawla* & Amardo Rodriguez

Year 2008, Volume: 4 Issue: 1, 6 - 23, 01.04.2008

Abstract

References

  • Anzaldua, G. (1987). Borderlands/la frontera: The new mestiza. San Francisco, CA: Aunt Lutes.
  • Anzaldua, G., & Keating, A. (2002). This bridge we call home: Radical visions for transformation. New York: Routledge.
  • Bhabha, H. K. (1990). The third space. In J. Rutherford (Ed.), Identity, community, culture, difference (pp. 90-118). London: Lawrence and Wishart.
  • Bhabha, H. K. (1994). The location of culture. New York: Routledge and Kegan Paul.
  • Bochner, A. P. (2001). Narrative’s Virtues. Qualitative Inquiry, 7, 131-157.
  • Chawla, D. (2003). Two journeys. Qualitative Inquiry, 9 (5), 785-804.
  • Chawla, D., & Rodriguez, A. (2001). Emancipatory Pedagogy as Insurgency. Radical Pedagogy, 3:1.
  • Cisceneros, S. (1984). The house on mango street. New York: Vintage.
  • Conquergood, D. (1991). Rethinking ethnography: Toward a critical cultural politics. Communication monographs, 58, 179-194.
  • Conquergood, D. (2002). Performance studies: Interventions and radical research. The Drama Review: A Journal of Performance Studies 46 (2), 145-156.
  • Clair, R. P. (2003). The changing story of ethnography. In R. P. Clair (Eds.), Expressions of ethnography. Albany, NY: SUNY Press.
  • Crawford, L. (1996). Personal Ethnography. Communication Monographs, 63 (2), 158-170.
  • Frank, A. W. (1995). The wounded storyteller: Body Illness Ethics. Chicago, IL: University of Chicago Press.
  • Freire, P. (1970). Pedagogy of the oppressed. New York: Continuum.
  • Geertz, C. (1988). Works and lives: The anthropologist as author. Stanford, CA: Stanford University Press.
  • Homer, (1996). The Odyssey (Translated by Robert Fagles; first published in 800 B.C. E.). New York: Penguin. hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. New York: Routledge.
  • Jackson, M. (1989). Paths toward a clearing: Radical empiricism and ethnographic enquiry. Bloomington, IN: Indiana University Press.
  • Kondo, D. K. (1990). Crafting selves: Power, gender, and discourses of identity in a Japanese workplace. Chicago, IL: University of Chicago Press.
  • Lorde, A. (1984). Sister outsider. Freedom, CA: Crossing Press.
  • Madison, D. S. (1999). Performing theory/embodied writing. Text and Performance Quarterly, 19 (2), 107-124.
  • Minh-ha, T. T. (1989). Women, Native, Other: Writing postcoloniality and Feminism. Bloomington, IN: Indiana University Press.
  • Moraga, Cherie` (1993). The last generation. Boston, MA: South End Press.
  • Narayan, K. (1993). How native is the ‘native’ anthropologist? American Anthropologist 95, 671-686.
  • Pollock, D. (1998). Performing writing. In P. Phelan & J. Jane (Eds.), the ends of performance, (pp. 73-103). New York: New York University Press.
  • Richardson, L. (2000). Writing: A method of inquiry. In N.K. Denzin and Y. S. Lincoln (Eds.), Handbook of Qualitative Research (2nd ed., pp. 923-948). Thousand Oaks, CA: Sage.
  • Richardson, L., & St. Pierre, E. A. (2004). Writing: A method of inquiry. In N. K. Denzin and Y. S. Lincoln (Eds.), Handbook of Qualitative Research (3rd ed., pp. 959-978). Thousand Oaks, CA: Sage.
  • Said, E. W. (1979). Orientalism. New York: Vintage.
  • Stacey, J. (1991). Can there be a feminist ethnography? In S. B. Gluck and D. Patai (Eds.), Women’s words: The feminist practice of oral history. London: Routledge.
  • West, C. (1991). The dilemma of the black intellectual. In b. hooks and C. West, Breaking bread: Insurgent black intellectual life. Boston, MA: South End Press.
  • Willis, P. (1977). Learning to labor: How working class kids get working class jobs. New York: Columbia University Press, Notes [1]
  • This paper was conceptualized, theorized, and stylized equally by both authors. For reasons of
  • coherence and clarity, we have made a deliberate creative decision for the paper to be narrated by one
  • author, the first one.
  • I have written, in greater detail, about my stay in this boarding school in an auto/ethnographic essay
  • entitled, “Two Journeys” (2003).
There are 35 citations in total.

Details

Primary Language English
Subjects Studies on Education
Other ID JA48SM79AE
Journal Section Articles
Publication Date April 1, 2008
Published in Issue Year 2008 Volume: 4 Issue: 1

Cite

APA Narratives on Longing, Being, and Knowing: Envisioning a Writing Epistemology. (2008). International Journal Of Progressive Education, 4(1), 6-23.