Richard D Sawyer
Biographic Data
| ID | 4871509 |
|---|---|
| NAME | Richard D Sawyer |
| GIVEN NAMES | Richard D |
| FAMILY NAME | Sawyer |
| SIGNATURE | SAWYER R D |
| AFFILIATIONS | Washington State University Vancouver |
| ORCID | 0000-0002-4320-9598 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 28 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1995 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 1 |
Uptown Dialogues: The Reflexive Arc of Teachers College and Teachers College Record
In the following commemorative article, the author examines intersections between his education at Teachers College, Columbia University and the Teachers College Record. He explores how the impact of specific professors—who at different times also served as editors of the TCR—mentored him into the world of scholarship. He emphasizes how the critical education at Teachers College offered a valuable frame for him to work in critical ways as a schol…
Re/membering Curricular Entanglements: A Currere of the Present-Absent Curriculum of a Gay High School Student
As a gay male who went to a predominately white high school in the 1970s, I was deeply immersed in and contributed to entangled curricular discourses. These included an official curriculum that privileged heterosexual white males and attempted to erase and silence all others, a hidden curriculum echoing the official curriculum, an present-absent curriculum of both guilt and resistance, and a counter-curriculum offering critique and a possible rei…
Duoethnography: A Polytheoretical Approach to (Re)Storing, (Re)Storying the Meanings That One Gives
This chapter summarizes the advancement of duoethnography throughout its fifteen-year history, employing examples from a variety of topics in education and social justice to provide a wide range of approaches that one may take when conducting a duoethnography. A checklist articulates what its cofounders consider the core elements of duoethnographies, additional features that may or may not be employed and how some studies purporting to be duoethn…
Hidden and Null Curricula of Sexual Orientation: A Duoethnography of the Absent Presence and the Present Absence
An earlier version of this article appeared as a chapter in Democratic Responses in an Era of Standardization as “Null and Hidden Curricula of Sexual Orientation: A Dialogue on the Curreres of the Absent Presence and the Present Absence” (Norris & Sawyer, 2004). While not labeled as such in the original, this piece marked the beginning of the dialogic research methodology called duoethnography. In just more than 10 years, in addition to articles …
Duoethnography: A Retrospective 10 Years After
White urban teachers: Stories of fear, violence, and desire
A few years ago, as a beginning “white” teacher in a primarily African-American high school in a large city in California, I had an “open-door” policy in my classroom during lunch. I would basicall
Duoethnography
Duoethnography is a collaborative research methodology in which two or more researchers engage in a dialogue on their disparate histories in a given phenomenon. Their goal is to interrogate and re-conceptualize existing beliefs through a conversation that is written in a play-script format. The methodology of duoethnography serves as the focus of this book. Duoethnography facilitates stratified, nested, auto-ethnographic accounts of a given resea…
Shifting Positionalities: A Critical Discussion of a Duoethnographic Inquiry of a Personal Curriculum of Post/Colonialism
This article first presents a study of two educational researchers' history and curriculum of colonialism. Using a process of duoethnography, we engage in dialogic and collaborative personal ethnographies in which we contrast and analyze critical educational incidents and products (e.g., a high school report card, old personal photos, and current teaching lesson plans at the high school and college levels). We focus this process on the ideologica…
Strains and Sensibilities: Art and Romanticism in Educational Research
A review of Touching Eternity: The Enduring Outcomes of Teaching by Tom Barone, New York, Teachers College Press, 2001, The Art of Writing Inquiry, edited by Lorri Neilsen, Ardra L. Cole, and J. Gary Knowles, Halifax, Backalong Books, 2001, Writing Research/Researching Writingby Gary William Rasberry, New York, Peter Lang Publishing, Inc., 2001, and Being, Seeking and Telling: Expressive Approaches to Qualitative Adult Education Research, edited …
Mentoring but Not Being Mentored: Improving Student-to-Student Mentoring Programs to Attract Urban Youth to Teaching
The following study examined a mentoring program in which seven adolescent male students of color mentored elementary students. As the program goal was to encourage African American and Latino adolescents to consider a teaching career, the study examined the intersection of the perceptions of the adolescent mentors with the structural constraints of the elementary school in which they worked. Analysis of mentors’ perceptions revealed the value to…
Adapting Curriculum to Student Diversity: Patterns of Perceptions Among Alternate-Route and College-Based Teachers
The Rhetoric of Research and Reform
Shifting Positionalities: A Critical Discussion of a Duoethnographic Inquiry of a Personal Curriculum of Post/Colonialism
This article first presents a study of two educational researchers' history and curriculum of colonialism. Using a process of duoethnography, we engage in dialogic and collaborative personal ethnographies in which we contrast and analyze critical educational incidents and products (e.g., a high school report card, old personal photos, and current teaching lesson plans at the high school and college levels). We focus this process on the ideologica…
White urban teachers: Stories of fear, violence, and desire
A few years ago, as a beginning “white” teacher in a primarily African-American high school in a large city in California, I had an “open-door” policy in my classroom during lunch. I would basicall
The Rhetoric of Research and Reform
Adapting Curriculum to Student Diversity: Patterns of Perceptions Among Alternate-Route and College-Based Teachers
Mentoring but Not Being Mentored: Improving Student-to-Student Mentoring Programs to Attract Urban Youth to Teaching
The following study examined a mentoring program in which seven adolescent male students of color mentored elementary students. As the program goal was to encourage African American and Latino adolescents to consider a teaching career, the study examined the intersection of the perceptions of the adolescent mentors with the structural constraints of the elementary school in which they worked. Analysis of mentors’ perceptions revealed the value to…
Strains and Sensibilities: Art and Romanticism in Educational Research
A review of Touching Eternity: The Enduring Outcomes of Teaching by Tom Barone, New York, Teachers College Press, 2001, The Art of Writing Inquiry, edited by Lorri Neilsen, Ardra L. Cole, and J. Gary Knowles, Halifax, Backalong Books, 2001, Writing Research/Researching Writingby Gary William Rasberry, New York, Peter Lang Publishing, Inc., 2001, and Being, Seeking and Telling: Expressive Approaches to Qualitative Adult Education Research, edited …
Duoethnography
Duoethnography is a collaborative research methodology in which two or more researchers engage in a dialogue on their disparate histories in a given phenomenon. Their goal is to interrogate and re-conceptualize existing beliefs through a conversation that is written in a play-script format. The methodology of duoethnography serves as the focus of this book. Duoethnography facilitates stratified, nested, auto-ethnographic accounts of a given resea…
Shifting Positionalities: A Critical Discussion of a Duoethnographic Inquiry of a Personal Curriculum of Post/Colonialism
This article first presents a study of two educational researchers' history and curriculum of colonialism. Using a process of duoethnography, we engage in dialogic and collaborative personal ethnographies in which we contrast and analyze critical educational incidents and products (e.g., a high school report card, old personal photos, and current teaching lesson plans at the high school and college levels). We focus this process on the ideologica…
White urban teachers: Stories of fear, violence, and desire
A few years ago, as a beginning “white” teacher in a primarily African-American high school in a large city in California, I had an “open-door” policy in my classroom during lunch. I would basicall
Hidden and Null Curricula of Sexual Orientation: A Duoethnography of the Absent Presence and the Present Absence
An earlier version of this article appeared as a chapter in Democratic Responses in an Era of Standardization as “Null and Hidden Curricula of Sexual Orientation: A Dialogue on the Curreres of the Absent Presence and the Present Absence” (Norris & Sawyer, 2004). While not labeled as such in the original, this piece marked the beginning of the dialogic research methodology called duoethnography. In just more than 10 years, in addition to articles …
Duoethnography: A Retrospective 10 Years After
Duoethnography: A Polytheoretical Approach to (Re)Storing, (Re)Storying the Meanings That One Gives
This chapter summarizes the advancement of duoethnography throughout its fifteen-year history, employing examples from a variety of topics in education and social justice to provide a wide range of approaches that one may take when conducting a duoethnography. A checklist articulates what its cofounders consider the core elements of duoethnographies, additional features that may or may not be employed and how some studies purporting to be duoethn…
Re/membering Curricular Entanglements: A Currere of the Present-Absent Curriculum of a Gay High School Student
As a gay male who went to a predominately white high school in the 1970s, I was deeply immersed in and contributed to entangled curricular discourses. These included an official curriculum that privileged heterosexual white males and attempted to erase and silence all others, a hidden curriculum echoing the official curriculum, an present-absent curriculum of both guilt and resistance, and a counter-curriculum offering critique and a possible rei…
Uptown Dialogues: The Reflexive Arc of Teachers College and Teachers College Record
In the following commemorative article, the author examines intersections between his education at Teachers College, Columbia University and the Teachers College Record. He explores how the impact of specific professors—who at different times also served as editors of the TCR—mentored him into the world of scholarship. He emphasizes how the critical education at Teachers College offered a valuable frame for him to work in critical ways as a schol…
Sociology (11 works) · Pedagogy (7 works) · Psychology (6 works) · Computer Science (4 works) · Curriculum (4 works) · Mathematics education (4 works) · Political science (4 works) · Art (3 works) · Critical Race Theory in Education (3 works) · Epistemology (3 works)