Critical Microethnography: The Search for Emancipatory Methods
| Autor: | Debra Mayes Pane, Tonette S. Rocco |
|---|---|
| Rok vydání: | 2009 |
| Předmět: |
alternative education
Sprache curriculum development Praxis Ethnologie Kulturanthropologie Ethnosoziologie curriculum Emanzipation United States of America ethnography theory application ethnic group Forschungsarten der Sozialforschung Ethnographie Curriculum Teaching Didactics Curriculumentwicklung Unterricht Didaktik Frau lcsh:Social sciences (General) critical microethnography classroom research oppressive educational practices marginalized youth social practices literacy learning USA Bildung und Erziehung Lehrer Sozialwissenschaften Soziologie kritische Mikroethnografie alternative Erziehung Klassenraum Lehrforschung unterdrückerische Erziehungspraktiken marginalisierte Jugendliche soziale Praktiken Literalität microetnografía crítica educación alternativa investigación en el salón de clases prácticas educativas opresivas juventud marginada prácticas social Ethnology Cultural Anthropology Ethnosociology Jugendlicher practice Research Design woman method ddc:300 lcsh:H1-99 Lehrprogramm oppression Forschungsansatz qualitative Methode Theorieanwendung teaching program ethnische Gruppe research approach emanzipatorische Erziehung Education ddc:370 Gerechtigkeit basic research emancipatory education Lernkultur Social sciences sociology anthropology language teacher-pupil relationship anwendungsorientiert Marginalität Methode marginality Lehrer-Schüler-Beziehung Methodenforschung justice methodological research qualitative method applied research adolescent Unterdrückung teacher emancipation learning culture Grundlagenforschung |
| Zdroj: | Forum Qualitative Sozialforschung / Forum: Qualitative Social Research Forum: Qualitative Social Research, Vol 10, Iss 2 (2009) |
| Popis: | This article entails an audit trail recounting the dilemma that drove the lead author to search out teaching and research methods that recognized the reconceptualization of what she had always believed to be true about education. First, we include a segment of her auto/biography as a White Southern female teacher of marginalized youth that drove her to take risks, challenge the status quo, and finally close the door on institutionalized classroom practices. Then, we discuss the theoretical framework, assumptions, and rationale for a welcoming research method that seemed to mimic what she practiced in the classroom with marginalized youth to transform conditions. We have named this method critical microethnography. The article concludes with an explanation of how to conduct critical microethnography based upon a review of the literature. By understanding why and how language is used to create unjust and/or just classroom cultures, perhaps oppressive educational practices and conditions can begin to transform into caring and responsive curricula for the benefit of society. URN: urn:nbn:de:0114-fqs0902129 Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, Vol 10, No 2 (2009): Advances in Qualitative Research in Ibero America |
| Databáze: | OpenAIRE |
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