ERIC Number: ED332210
Record Type: RIE
Publication Date: 1991-Mar
Reference Count: N/A
Multiple Realities and Multiple Voices in Ethnographic Texts.
Two college educators, one a philosophy teacher, the other, a composition teacher, undertook a naturalistic study of students' initiation in an introduction to philosophy course. The philosophy teacher found it difficult to articulate his disciplinary ways of knowing, and both researchers had trouble identifying their tacitly held views of disciplinary initiation. Early joint efforts to compose an introduction to a journal article on the project highlighted differences between the researchers' disciplines. Gradually, through reading and interaction, the pair began to take on each other's languages. Eventually, the researchers agreed to divide the work into two parts: (1) the philosophy teacher collected and analyzed data from his classroom community; and (2) the composition teacher retained a focus on student writing. Research was reported in a heteroglossic form, with each researcher contributing in his or her own words and style of expression. In a final report, the introduction, methods, and discussion section were jointly written. In the results section, the philosophy teacher told his classroom story, the composition teacher focused on the writings of two students, and the researchers concluded with a discussion of their collaboration. Publication of the article in a recognized journal may be a step toward recognition of new forms of academic expression. (SG)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Naturalistic Research; Philosophical Research; Research Teams
Note: Paper presented at the Annual Meeting of the Conference on College Composition and Communication (42nd, Boston, MA, March 21-23, 1991).