Search results for: Ethnographic study
Page 1/7 62 items
From Approximations of Practice to Transformative Possibilities: Using Theatre of the Oppressed as Rehearsals for Facilitating Critical Teacher Education
Rehearsals and other approximations of practice are often touted as effective pedagogies for preparing teachers to reproduce/replicate practices deemed universally beneficial. However, scholars have noted that reproducing practices across contexts risks undermining equity and justice. This article reports on a three-year project that examined the potential of Boalian Theater and Freirean culture circles to facilitate learning among justice-oriented teacher educators. Using an ethnographic approach, the article shows how, guided by these critical pedagogies, rehearsals can facilitate transformational learning by re-imagining responses to dilemmas of practice in equity-oriented and contextually sensitive ways.
Updated: Sep. 21, 2020
In this case study, the authors examine the ways in which one Asian immigrant teacher’s beliefs, experiences, understanding of his students, and school setting influenced his instructional decisions. The findings reveal that immigrant teachers must be learners, too, and they must recognize and negotiate the unique social understandings students from other cultures bring to the classroom. The findings suggest the participant is thoughtful about his practice and that he believes he knows what is best for immigrant students. His beliefs stem from his personal experiences as an immigrant student and this helps him shape how he teaches. He expects his students to work as hard as he did, and he provides them with the same highly structured learning environment that worked for him, both in Vietnam and in the USA. He believes if his students meet his high expectations they will become active and productive citizens.
Updated: Feb. 06, 2018
This article investigates the way Higher Education (HE) students use metaphors to make tangible the lived and living experience of learning. It provides a contemporary development of the ethnographic paradigm by offering a new model termed ‘proximal ethnography’ to capture the sense of inside-out-inside research, of being what one has studied. In this innovative model, the researcher shares the same experiences as the observed but does so outside their specific domain. The findings reveal that students possessed a hierarchy of motivating drivers; some of these remained stable while others fluctuated. Students' acceptance of this instability helped them succeed on their course.
Updated: Sep. 10, 2017
Putting Philosophy to Work in the Classroom: Using Rhizomatics to Deterritorialize Neoliberal Thought and Practice
As two teachers/researchers committed to the values of social justice in the classroom, the authors are deeply disturbed by the explicit and implicit ways that their education system, operating through neoliberalism, reproduces the inequalities of larger society. To problematize and deterritorialize dominant neoliberal notions of schooling, education, teaching, and learning in their classrooms, they embarked on a co/autoethnographic self-study of their teaching practice. Findings, or becomings, indicate that the concepts of the rhizome can be practically put to work in the classroom to raise consciousness and inform thinking about resisting the neoliberal status quo.
Updated: Nov. 09, 2016
This article uses critical autoethnographic self-study methodology to examine teacher educators' dispositions toward their students. Findings illustrate the powerful positions and judgmental stances teacher educators held as they navigated their teaching as well as a need for teacher educators to devote time to deliberate critical self-study of their own dispositions.
Updated: Nov. 09, 2016
A new book by Leah Shagrir describes a researcher's journey to carry out an ethnographic study. The book describes how the various stops along the way allowed investigation of the research area from a variety of viewpoints, in order to fulfil diverse roles, and to present the research findings in a range of voices: the voice of the teacher educator, the voice of the faculty member, the voice of the ethnographic researcher, and the voice of the student. Using the voice of each role to present the issue allows one to examine it from a unique perspective and to get a broad and deep picture of the research population, process and results. Such a multi-dimensional perspective enables the presentation of a whole; emphasizing experiences, perceptions, values, world views, rules and regulations, culture and life style, interpersonal and intrapersonal relations.
Updated: Oct. 10, 2016
This paper reports on a dialogic model of international practicum, involving Australian pre-service students and two mentors on a 22-day placement in South Africa. The authors begin with a traditional qualitative case study of the practicum program, identifying benefits for some students.
Updated: Aug. 16, 2015
“It’s not just Learning English, It’s Learning Other Cultures”: Belonging, Power, and Possibility in an Immigrant Contact Zone
This article is an ethnographic investigation of a multiethnic, multilingual classroom. It examines the ways in which immigrant students’ goals for community and belonging were mediated by their vibrant cultural and linguistic practices. Findings demonstrate how youth formed a community of practice through brokering acts, resource pooling, and linguistic play across national, cultural, and linguistic differences.
Updated: Apr. 13, 2015
This article explores the use of the author's own self-presentation as a method of gaining physical and social access to ethnographic sorority spaces. The article then considers the methodological consequences that may ensue when a researcher becomes “too good at fitting in.”
Updated: Mar. 16, 2015
This study inquires into the author's shifting ‘self’ as a researcher/teacher educator in teacher professional development. The author uses an autoethnographic inquiry, and presents vignettes of the self/researcher/teacher educator embedded in the messiness and complexity of lived experiences. This autoethnographic inquiry represents her attempts to make sense of these experiences. Central to the inquiry is an examination of the roles played by serendipity and by writing itself in the processes of sense- and self-making.
Updated: Mar. 11, 2015