Duoethnography as Collaborative and Transformative Praxis: Modeling Critical Onto-Epistemological Work in Teacher Education
Abstract
In our current hyper-polarized socio-political environment and amidst renewed aggrandized cultural battles playing out across the U.S. most notably in school districts, it is crucial that student teachers are exposed to critical ways of knowing. The urgency becomes evident when examining how student teachers, from a very young age, are socialized into thinking, feeling, believing, and viewing the world and others. In this paper, the authors discuss the intersections of our socially positioned identities (white, cisgender, able bodied, heterosexual, men professors of teacher education), the current national, state, and local socio-political climate (e.g., deeply conservative political power, book bans, anti-CRT and anti-LGBTQ+ legislation), and how we teach critical and contemporary issues in education. In doing so, we reflect on and discuss our own onto-epistemological journeys and how we apply them to teaching.
Department(s)
School of Special Education, Leadership and Professional Studies
Document Type
Article
DOI
10.1080/00131946.2025.2595683
Publication Date
1-1-2026
Recommended Citation
Atkinson, Jamie C. and Rudnick, Dennis L., "Duoethnography as Collaborative and Transformative Praxis: Modeling Critical Onto-Epistemological Work in Teacher Education" (2026). Faculty Scholarship. 60.
https://bearworks.missouristate.edu/articles00/60
Journal Title
Educational Studies Aesa
