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Lookup NU author(s): Dr Angela MazzettiORCiD
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In this conference paper, we examine the benefits and challenges of duoethnography as a means of enhancing our teaching practice. Duoethnography is a well-established methodology in education that enables critical reflection through collaborative dialogue and sensemaking by exploring lived experiences. As educators in different institutions who work with diverse student cohorts, duoethnography has been effective for comparing critical incidents in our teaching practice and connecting our personal experiences with broader pedagogical issues. Our first study focused on debates on neoliberal higher education and its influence on attitudes and perceptions of success and failure within academia. Our second study focused on the emotional impact of assessment feedback on students' sense of self, and its role in fostering student belonging. Our third study explored compassionate leadership in academia as a means of fostering mental health and well-being, inclusiveness, integrity, and respect. We also reflect on the challenges of duoethnography, including the need for mutual researcher respect and trust, the ethical challenges of exposing oneself and others, and the difficulties in publishing this relatively novel approach in management journals. Despite these challenges, we have found duoethnography a powerful tool for critical reflection, offering valuable insights into teaching practices and broader pedagogical debates.
Author(s): Waters-Ajisafe F, Mazzetti AS
Publication type: Conference Proceedings (inc. Abstract)
Publication status: Published
Conference Name: National Future Facing Learning Conference
Year of Conference: 2025
Online publication date: 04/06/2025
Acceptance date: 02/04/2025
