Ethnography and Educational Policy Across the Americas PDF Download
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Author: Bradley A.U. Levinson
Publisher: Bloomsbury Publishing USA
ISBN: 0313011915
Category : Education
Languages : en
Pages : 230
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Book Description
Third in the series Sociocultural Studies of Educational Policy Formation and Appropriation, this volume brings together scholars from North America, South America, and Europe to examine the relationship between ethnographic research and educational policy. The product of papers and discussions originally taking place at the Interamerican Symposium on Ethnographic Educational Research, the book presents both original empirical research reports and theoretical-methodological proposals for using ethnography to study and influence educational policy. After an introduction and opening chapter that highlight the different ways of conceptualizing education, education policy, and diversity across American borders, five full chapters address the relationship between ethnography and educational policy through sustained empirical attention to specific research sites and projects. The next section of the book presents shorter position statements that relate specific research or policymaking experiences and reflect on the ways that ethnography can be involved in a project of formulating or revising policy. In this section, edited transcriptions of workshop discussions give the reader a vibrant sense of the challenging issues facing educational ethnographers attempting to address policy. The book closes with a commentary by a veteran educational ethnographer. Of interest to educators, researchers, and policymakers across the Americas, this volume contributes to an ongoing dialogue about how ethnographic research can intersect advantageously with the policymaking enterprise.
Author: Bradley A.U. Levinson
Publisher: Bloomsbury Publishing USA
ISBN: 0313011915
Category : Education
Languages : en
Pages : 230
Get Book Here
Book Description
Third in the series Sociocultural Studies of Educational Policy Formation and Appropriation, this volume brings together scholars from North America, South America, and Europe to examine the relationship between ethnographic research and educational policy. The product of papers and discussions originally taking place at the Interamerican Symposium on Ethnographic Educational Research, the book presents both original empirical research reports and theoretical-methodological proposals for using ethnography to study and influence educational policy. After an introduction and opening chapter that highlight the different ways of conceptualizing education, education policy, and diversity across American borders, five full chapters address the relationship between ethnography and educational policy through sustained empirical attention to specific research sites and projects. The next section of the book presents shorter position statements that relate specific research or policymaking experiences and reflect on the ways that ethnography can be involved in a project of formulating or revising policy. In this section, edited transcriptions of workshop discussions give the reader a vibrant sense of the challenging issues facing educational ethnographers attempting to address policy. The book closes with a commentary by a veteran educational ethnographer. Of interest to educators, researchers, and policymakers across the Americas, this volume contributes to an ongoing dialogue about how ethnographic research can intersect advantageously with the policymaking enterprise.
Author: Elsie Rockwell
Publisher: American Educational Research Association
ISBN: 0935302727
Category : Education
Languages : en
Pages : 256
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Book Description
Comparing Ethnographies presents cross-national comparisons that give researchers and students a fresh look at familiar concepts. How does it matter, for example, to think in terms of "majorities" rather than "minorities, "migrants" rather than "immigrants, or"intercultural education" rather than "multicultural education"? How does indigenous education or the work of teachers look different to ethnographers from differnt countries of the Americas? This engaging new volume edited by Kathryn Anderson-Levitt and Elsie Rockwell includes essays from experts throughout the Americas which help readers understand and learn from ethnographic educational research conducted across the Western Hemisphere, and also includes a practical guide to finding the relevant literature.
Author: James Arthur
Publisher: SAGE
ISBN: 1446289400
Category : Education
Languages : en
Pages : 460
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Book Description
'This work will be of immense value to those who are undertaking a significant post-graduate research study in Education. The array of impressive contributors writes in an accessible and clear manner, and brings the attention of the reader to both technical and conceptual terms. This book certainly will be an addition to my own reference library' - Susan Groundwater-Smith, Faculty of Education and Social Work, University of Sydney This straightforward and jargon-free book will provide students with the theoretical understandings, practical knowledge and skills they need to carry out independent research. The international contributors identify key research methodologies, data collection tools and analysis methods, and focus on the direct comparisons between them. Each chapter sets out the strengths and weaknesses of a key research method by: identifying specific research designs presenting a series of relevant data collection tools highlighting which analytical methods which can be used. The chapters cover the full range of methods and methodologies, including internet research, mixed methods research and the various modes of ethnographic research. Additional online materials are also available including links to useful journal articles enabling further reading and exploration of each chapter. This is a key book for M-level students and other postgraduates within Education and Educational Research Methods courses. James Arthur is Head of School and Professor of Education and Civic Engagement at the University of Birmingham, UK. Michael J. Waring is a Senior Lecturer in the School of Sport, Exercise and Human Sciences at Loughborough University, UK. Robert Coe is Professor in the School of Education and Director of the Centre for Evaluation and Monitoring (CEM), Durham University, UK. Larry V. Hedges (PhD) is Board of Trustees Professor of Statistics and Social Policy, at the Institute for Policy Research, Northwestern University, US.
Author: Nicole Blum
Publisher: Springer Science & Business Media
ISBN: 9400725272
Category : Science
Languages : en
Pages : 173
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Book Description
A growing body of research has given critical attention to diverse theories and practices of environmental education, and its potential contribution to addressing pressing global issues such as sustainable development and climate change. While much of this work has focused on perspectives and practices in Europe and North America, this book explores environmental learning within formal education, in programmes by non-governmental organisations, and in public education spaces in Monteverde, Costa Rica. The discussion also highlights the need for more research to understand the broader social and economic interactions between such efforts and the communities in which they are located.
Author: Rubén A. Gaztambide-Fernández
Publisher: Harvard University Press
ISBN: 0674053877
Category : Education
Languages : en
Pages : 308
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Book Description
For two years, Rubén Gaztambide-Fernández shared the life of what he calls the "Weston School," an elite New England boarding school. Vividly describing the pastoral landscape and graceful buildings, the rich variety of classes and activities, and the official and unofficial rules that define the school, The Best of the Best reveals a small world of deeply ambitious, intensely pressured students. For Gaztambide-Fernández, Weston is daunting yet strikingly bucolic, inspiring but frustratingly incurious, and sometimes - especially for young women - a gilded cage for a gilded age.
Author: Germán Canale
Publisher: Springer Nature
ISBN: 3030217957
Category : Education
Languages : en
Pages : 273
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Book Description
This book introduces multimodality and technology as key concepts for understanding learning in the 21st century. The author investigates how a nationwide socio-educational policy in Uruguay becomes recontextualised across time/space scales, impacting interaction and learning in an English as a Foreign Language classroom. The book introduces scalar analysis to better understand the situated and fractal nature of education policy as meaning-making, subsequently defining learning from a multimodal socio-semiotic approach. The analytical integration of different policy scales shows what policy means to various stakeholders, and what learning means for students and teachers. This depends both on how they position themselves and how they engage with the policy educational media. This innovative book will appeal to students and scholars of technology and learning, as well as multimodality.
Author: Marc Brasof
Publisher: Teachers College Press
ISBN: 0807767123
Category : Education
Languages : en
Pages : 257
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Book Description
This powerful resource is for researchers and educational leaders who are interested in understanding and applying research methods that emphasize youth voice. The authors argue that most educational research either omits critical understandings of youth or, even worse, presents inaccuracies due to faulty techniques. Researching how youth experience their schools and communities requires specific conceptual tools that address researcher bias, power dynamics, and the contextual considerations that impact meaning-making processes. Responding to these issues, the authors present the Student Voice Research Framework--an approach that both novice and advanced researchers can use to address assumptions and overcome bias as they engage with youth. Readers are provided with clear steps for implementing the framework, as well as examples of how some of the most innovative qualitative and quantitative researchers in the world are using it. The text includes numerous interview, survey, and other protocols with strategies that researchers can use immediately or adapt for their own studies. This comprehensive volume is a must-have for anyone doing research about and with youth. Book Features: Guidance for addressing persistent problems of bias in educational inquiry to better engage in study about and with students. Examination of student voice research as its own field with its own typologies and research questions. Chapters highlighting innovative qualitative and quantitative research methods and strategies with ready-to-use protocols and other tools. A forward-looking conversation about social justice and what democracy could look like in schools. A toolkit of research methods and school change processes to address difficult questions in education.
Author: Stuart R. Poyntz
Publisher: Routledge
ISBN: 1317961749
Category : Social Science
Languages : en
Pages : 306
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Book Description
This edited collection brings together scholars who draw on phenomenological approaches to understand the experiences of young people growing up under contemporary conditions of globalization. Phenomenology is both a philosophical and pragmatic approach to social sciences research, that takes as central the meaning-making experiences of research participants. One of the central contentions of this book is that phenomenology has long informed critical empirical approaches to youth cultures, yet until recently its role has not been thusly named. This volume aims to resuscitate and recuperate phenomenology as a robust empirical, theoretical, and methodological approach to youth cultures. Chapters explore the lifeworlds of young people from countries around the world, revealing the tensions, risks and opportunities that organize youth experiences.
Author: Germán Canale
Publisher: Taylor & Francis
ISBN: 1000632830
Category : Language Arts & Disciplines
Languages : en
Pages : 142
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Book Description
This book offers a new framework for analysing textbook discourse, bridging the gap between contemporary ethnographic approaches and multimodality for a contextually sensitive approach which considers the multiplicity of multimodal resources involved in the production and use of textbooks. The volume makes the case for textbook discourse studies to go beyond studies of textual representation and critically consider the ways in which textbook discourse is situated within wider social practices. Each chapter considers a different social semiotic practice in which textbook and textbook discourse is involved: representation, communication, interaction, learning, and recontextualization. In bringing together this work with contemporary ethnography scholarship, the book offers a comprehensive toolkit for further research on textbook discourse and pushes the field forward into new directions. This innovative book will be of particular interest to students and scholars in discourse analysis, multimodality, social semiotics, language and communication, and curriculum studies.
Author: Angelina E. Castagno
Publisher: Routledge
ISBN: 1317312457
Category : Education
Languages : en
Pages : 458
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Book Description
Advancing a rapidly growing field of social science inquiry—the anthropology of policy—this volume extends and solidifies this body of work, focusing on education policy. Its goal is to examine timely issues in education policy from a critical anthropological, ethnographic, and comparative perspective, and through this to theorize new ways of understanding how policy "does its work." At the center is a commitment to an engaged anthropology of education policy that uses anthropological knowledge to imagine and foster more equitable and just forms of schooling. The authors examine the ways in which education policy processes create, reflect, and contest regimes of knowledge and power, sorting and stratifying people, ideas, and resources in particular ways. In contrast to conventional analyses of policy as text-based, dictated, linear, and rational, an anthropological perspective positions policy at the interface of top-down, bottom-up, and meso-level processes, and as de facto and de jure. Demonstrating how education policy operates as a social, cultural, and deeply ideological process "on the ground," each chapter clearly delineates the implications of these understandings for educational access, opportunity, and equity. Providing a single "go to" source on the disciplinary history, theoretical framework, methodology, and empirical applications of the anthropology of education policy across a range of education topics, policy debates, and settings, the book updates and expands on seminal works in the field, carving out an important niche in anthropological studies of public policy.
