International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Search results for: Jones-Walker Cheryl E.
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The present article explores how researchers’ social identities influence data gathered through ethnographic research in multiracial K-12 educational settings. The authors examine how the processes of conducting, interpreting, and analyzing ethnographic fieldwork are impacted when researchers belong to marginalized social groups. The authors suggest that researchers can act as critical participants to create opportunities for dialog about racism, sexism, and other inequities in educational settings.
Published: 2013
Updated: Jan. 19, 2014
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In this article, we report on a 2-year ethnographic study designed to investigate how new teachers enacted a listening stance in teaching that was introduced in their preparation program. Taking a listening stance implies entering a classroom with questions as well as answers, knowledge as well as a clear sense of the limitations of that knowledge (e.g., Cochran-Smith & Lytle, 1999; Lytle & Cochran-Smith, 1992; Schultz, 2003).
Published: 2008
Updated: Apr. 08, 2008