Dobson, Tom ORCID: https://orcid.org/0000-0001-5354-9150 and Ingram-Brown, Daniel (2025) Capturing the process of knowledge creation: creative approaches for disrupting IMRaD in PhD theses and duoethnography articles. International Journal of Research & Method in Education.

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Abstract

This duoethnography explores our use of creative writing in our education doctoral theses by taking an emergent and experimental approach, including written and verbal dialogues and knitted narrative (Heydon, 2010). Duoethnographies should be transparent in their processes (Burleigh and Baum, 2022) and open to different interpretations (Norris and Sawyer, 2012). However, IMRaD (Introduction, Methodology, Results and Discussion) as a guiding structure in the writing of duoethnographies elides underpinning processes and closes down the potential for meaning-making. Our innovative approach to duoethnography enables us to arrive at new understandings of the relationships between our identities, our writing and our ethical practices. We also reflect on how written and verbal dialogues offer different affordances for reflection and transformation in duoethnographies. By deliberately presenting our duoethnography as disrupting IMRaD, we show other ethnographers how they can become more transparent about processes and open up the potential for multiple interpretations.

Item Type:	Article
Status:	Published
DOI:	10.1080/1743727X.2025.2503716
School/Department:	School of Education, Language and Psychology
URI:	https://ray.yorksj.ac.uk/id/eprint/11909

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