Resonance-Based Inquiry: An Epistemological Approach to Indian Studies

Abstract

Developed in this chapter are the conceptual underpinnings and practices of an interdisciplinary “Indian Studies” course taught through a unique inquiry-based epistemological approach referred to as resonances. In providing a resource and model for others who teach sensitive and even controversial topics that include the study of other groups of people, this chapter progresses in four stages. Firstly, necessary insight is provided about the course’s unique context within state teacher certification requirements and standards documents. Secondly, the nascent theory of resonances is developed from and then as an alternative to dissonance theory and cultural matching. Thirdly, and continuing the development, practical, and pedagogical applications of resonance-as-inquiry are shared with indebtedness to autoethnography. And lastly, the relative successes and limitations of this particular epistemological approach are discussed phenomenologically.

Citation

Shudak, N.J. (2015), "Resonance-Based Inquiry: An Epistemological Approach to Indian Studies", Inquiry-Based Learning for Multidisciplinary Programs: A Conceptual and Practical Resource for Educators (Innovations in Higher Education Teaching and Learning, Vol. 3), Emerald Group Publishing Limited, Leeds, pp. 83-99. https://doi.org/10.1108/S2055-364120150000003018