New Directions in Educational Ethnography: Shifts, Problems, and Reconstruction

Description

Volume 13 relaunches the book series after a 9-year hiatus and addresses new directions in the field of educational ethnography. The authors in the book share methodological similarities, but their applications, contexts, treatments, and contributions to the field as evidenced here are unique and vary considerably. The diversity of views and perspectives of ethnographic theory and method in educational settings are on full display, from the street to urban and suburban classrooms and to college settings, where gender, race, class, and power dynamics impact learners, teachers, parents, and communities. Taken together, the chapters reinvigorate and redirect a new set of possibilities and opportunities in ethnographic research, while highlighting shifts, problems and new directions for the field. Front Cover New Directions in Educational Ethnography: Shifts, Problems, and Reconstruction Copyright Page Contents List of Contributors Acknowledgments Preface Introduction: New Directions in Educational Ethnography: Shifts, Problems, and Reconstruction Building on the Critical and Counterhemonic Vision of Ethnography in Education Building on the Spatial Turn in Educational Ethnography Layout of the Book Volume Notes Acknowledgments References Against All Odds: The Ethnography of Hope among Haitian Youth in Difficult Circumstances Introduction Background: Perspectives on Aspirations of Youth in Difficult Circumstances Perspectives on Youth in Haiti The Ethnography of Hope among Disadvantaged Youth in Haiti Mobility Becoming Someone: Hopes for Personhood Identity beyond the Personal: Collective Aspirations and the Nation Conclusion: The Ethnography of Youth Figuring the Future Notes References Using Queer Theory to Read the Hushing of Boys’ Reading: “A thought of a Method” of Queer Educational Ethnography Introduction Exploring Interpretive Approaches to Educational Narratives Ethnographic Traditions in Classrooms and in Child Development Queer and Transgender Approaches to Gender Using Queer Theory as a Framework for Seeing Gender and for Reading/Researching in Classrooms The Stories of David and José Discussion Notes References Where Machines Rant, Recite Poems, and Take Outrageous Selfies: An Ethnography of a Teachers' Facebook Group Introduction The Study The Facebook as a Research Site Conceptualizing Teachers Agency in Education Reform The Heavy Burden of K-12 Reform TFG Was Originally Meant for File Sharing Toiling at the Underbelly of Philippine Society Teacher Factor for Life! Teacher Are Nannies Low Regard because of Low IQ and Low English Proficiency Lamentations about Performance-Based Bonus We Are Not a Robot Nor a Carabao! Facebook Politics Discussion Teacher Derision Teachers’ Hard Labor Business Model Education Reform Conclusion Notes References Relying on Local Contexts to Foster and Thwart Black Student Academic Success: An Ethnographic Account of Teachers Fosterin... Literature Review Theoretical Framework Methods Data Collection Research Sites Participants and Selection Criteria Data Analysis Trustworthiness Findings: Teachers Relying on Local Contexts to Foster Academic Success A Systematic Exclusion of Blacks Working toward Equity Access Is Enough Conclusion and Implications Notes References The Emergence of Critical Presence Ethnography: Capturing the Ripples of Self in Educational Contexts Introduction Ethnography A Brief History Ethnography’s Eurocentric and Colonizing Origins Critical Ethnography The Ethnographer, the Self, and Positionality The Emergence of Critical Presence Ethnography Critical Presence Ethnography in Educational Contexts Ayana’s Critical Presence Reflection Stephen’s Critical Presence Reflection A New Direction through Critical Presence References (Critical) Educational Ethnography: Methodological Premise and Pedagogical Objectives Educational Ethnography Critical Ethnography (Critical) Educational Ethnography: Premise and Essential Elements Essential and Defining Elements Articulation of a Critical Context Understanding and Defining Culture Relationship and Embeddedness Multiple Ways of Knowing Pedagogical Objectives, Opportunities, and Challenges Objective 1: Articulate Critical Context Objective 2: Understand and Define Culture Objective 3: Understand Relationship and Embeddedness Objective 4: Identify Multiple and Contextual Ways of Knowing Conclusion References A Critical Ethnographic Approach to Transforming Norms of Whiteness in Marginalized Parents’ Engagement and Activism in Schools Race Consciousness in Parent Engagement: Leveraging CRT and CWS The Parent Mentor Program in Rivertown Redefining Parent Engagement, Involvement, and Activism Researcher Positionality Denise Marguerite Race-Conscious Positionality in a Multiracial Research Team Critical Ethnographic Methods “Getting Your Foot in the Door”: Reinscribing Whiteness through Assimilation The Critical Juncture of Scholarship and Activism: Resisting Whiteness The Beginnings of Undoing Whiteness Discussion Notes References Ethnography as Subject, Ethnography as Object: Experimenting with Research in a College Writing Classroom Ethnography as Subject Literacy and Identity Action Research Ethnography in the College Classroom Failing to Succeed? An Ethnographic Experiment Ethnography as Object Conclusion Notes References Teaching through Discussion: A Mixed Qualitative Methods Study of Educator Facilitation Practices in a Small Group Learning... Problem and Contribution Statements Study Methods Positionality Statement Study Setting Informant Characteristics Study Design Study Procedures Data Sources and Data Collection Case Selection Analysis Units of Analysis Data Reduction and Coding Findings Balance Between Focus and Engagement Diversified Facilitation Practices Micro-Avenues of Facilitation Conclusion Implications for Teaching and Classroom Practice Implications for Mixed Qualitative Methods Research Limitations and Future Research Final Remarks Notes Acknowledgments References About the Authors Index