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

Devika Chawla & Amardo  Rodriguez

doi:https://doi.org/

Original article | International Journal of Progressive Education 2008, Vol. 4(1) 6-23

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

Devika Chawla & Amardo Rodriguez

pp. 6 - 23 | Manu. Number: ijpe.2008.010

Published online: February 15, 2008 | Number of Views: 49 | Number of Download: 343

Save PDF

Abstract

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

Keywords:

How to Cite this Article?

APA 6th edition
Chawla, D. & Rodriguez, A. (2008). Narratives on Longing, Being, and Knowing: Envisioning a Writing Epistemology . International Journal of Progressive Education, 4(1), 6-23.

Harvard
Chawla, D. and Rodriguez, A. (2008). Narratives on Longing, Being, and Knowing: Envisioning a Writing Epistemology . International Journal of Progressive Education, 4(1), pp. 6-23.

Chicago 16th edition
Chawla, Devika and Amardo Rodriguez (2008). "Narratives on Longing, Being, and Knowing: Envisioning a Writing Epistemology ". International Journal of Progressive Education 4 (1):6-23.

References

Anzaldua, G. (1987). Borderlands/la frontera: The new mestiza. San Francisco, CA: Aunt Lutes. [Google Scholar]
Anzaldua, G., & Keating, A. (2002). This bridge we call home: Radical visions for transformation. New York: Routledge. [Google Scholar]
Bhabha, H. K. (1990). The third space. In J. Rutherford (Ed.), Identity, community, culture, difference (pp. 90-118). London: Lawrence and Wishart. [Google Scholar]
Bhabha, H. K. (1994). The location of culture. New York: Routledge and Kegan Paul. [Google Scholar]
Bochner, A. P. (2001). Narrative’s Virtues. Qualitative Inquiry, 7, 131-157. Chawla, D. (2003). Two journeys. Qualitative Inquiry, 9 (5), 785-804. [Google Scholar]
Chawla, D., & Rodriguez, A. (2001). Emancipatory Pedagogy as Insurgency. Radical Pedagogy, 3:1. [Google Scholar]
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. [Google Scholar]
Conquergood, D. (2002). Performance studies: Interventions and radical research. The Drama Review: A Journal of Performance Studies 46 (2), 145-156. [Google Scholar]
Clair, R. P. (2003). The changing story of ethnography. In R. P. Clair (Eds.), Expressions of ethnography. Albany, NY: SUNY Press. [Google Scholar]
Crawford, L. (1996). Personal Ethnography. Communication Monographs, 63 (2), [Google Scholar]
158-170. [Google Scholar]
Frank, A. W. (1995). The wounded storyteller: Body Illness Ethics. Chicago, IL: University of Chicago Press. [Google Scholar]
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. [Google Scholar]
Homer, (1996). The Odyssey (Translated by Robert Fagles; first published in 800 B.C. E.). New York: Penguin. [Google Scholar]
hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. New York: Routledge. [Google Scholar]
Jackson, M. (1989). Paths toward a clearing: Radical empiricism and ethnographic enquiry. Bloomington, IN: Indiana University Press. [Google Scholar]
Kondo, D. K. (1990). Crafting selves: Power, gender, and discourses of identity in a Japanese workplace. Chicago, IL: University of Chicago Press. [Google Scholar]
Lorde, A. (1984). Sister outsider. Freedom, CA: Crossing Press. [Google Scholar]
Madison, D. S. (1999). Performing theory/embodied writing. Text and Performance Quarterly, 19 (2), 107-124. [Google Scholar]
Minh-ha, T. T. (1989). Women, Native, Other: Writing postcoloniality and Feminism. Bloomington, IN: Indiana University Press. [Google Scholar]
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. [Google Scholar]
Pollock, D. (1998). Performing writing. In P. Phelan & J. Jane (Eds.), the ends of performance, (pp. 73-103). New York: New York University Press. [Google Scholar]
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. [Google Scholar]
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. [Google Scholar]
Said, E. W. (1979). Orientalism. New York: Vintage. [Google Scholar]
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. [Google Scholar]
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. [Google Scholar]
Willis, P. (1977). Learning to labor: How working class kids get working class jobs. New York: Columbia University Press, [Google Scholar]

Volume 4 Issue 1

February 2008

All Articles