Search results for: language-ethnography-and-education

Language Ethnography and Education

Author : Michael Grenfell
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This frontline volume contributes to the social study of education in general and literacy in particular by bringing together in a new way the traditions of language, ethnography, and education. Integrating New Literacy Studies and Bourdieusian sociology with ethnographic approaches to the study of classroom practice, it offers an original and useful reference point for scholars and students of education, language, and literacy wishing to incorporate Bourdieu’s ideas into their work. More than just a set of stand-alone chapters around social perspectives on language interactions in classrooms, this book develops and unfolds dialogically across three sections: Bridging New Literacy Studies and Bourdieu – Principles; Language, Ethnography and Education - Practical Studies; Working at the Intersections – In Theory and Practice. The authors posit ‘Classroom Language Ethnography’ as a genuinely new perspective with rich and developed traditions behind it, but distinct from conventional approaches to literacy and education — an approach that bridges those traditions to yield fresh insights on literacy in all its manifestations, thereby providing a pathway to more robust research on language in education.

Social Literacies

Author : Brian V. Street
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Social Literacies develops new and critical approaches to the understanding of literacy in an international perspective. It represents part of the current trend towards a broader consideration of literacy as social practices, and as its title suggests, it focuses on the social nature of reading and writing and the multiple character of literacy practices.

Children in and Out of School

Author : Perry Gilmore
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The following articles on ethnography and education are presented: (1) "A Retrospective Discussion of the State of the Art in Ethnography in Education," by P. Gilmore and D. M. Smith; (2) "Ethnography in Education: Defining the Essentials," by S. B. Heath; (3) "The Structure of Classroom Events and Their Consequences for Student Performance," by H. Mehan; (4) "Where's the Floor? Aspects of the Cultural Organization of Social Relationships in Communication at Home and in School," by J. Schultz, S. Florio, and F. Erickson; (5) "Combining Ethnographic and Quantitative Approaches: Suggestions and Examples from a Study on Puerto Rico," by E. Jacob; (6) "Competing Value Systems in the Inner-City Schools," by W. Labov; (7) "Ethnography of Children's Folklore," by R. Bauman; (8) "Play Theory of the Rich and for the Poor," by B. Sutton-Smith; (9) "Four Comments," by C. Cazden; (10) "An Educator's Perspective: Ethnography in the Educational Community," by R. Scanlon; (11) "Institutionalized Psychology and the Ethnography of Schooling," by R. McDermott and L. Hood; (12) "Anthropologists in Schools: School Ethnography and Ethnology," by P. Sanday. (AMH)

Language in Education

Author : Dell H. Hymes
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Eight essays in ethnolinguistics were compiled for this monograph. "Functions of Speech: An Evolutionary Approach" represents an introduction to the application of linguistic knowledge to the historical and sociological study of peoples. "Speech and Language: On the Origins and Foundations of Inequality among Speakers" expands on the theme of diversity, inequality, and evolution, with discussions of writing and of the views of Bernstein and Jurgen Habermas. "Qualitative/Quantitative Research Methodologies in Education: A Linguistic Perspective" addresses the development of linguistics. The three middle chapters, "What Is Ethnography?""Ethnographic Monitoring," and "Educational Ethnology," are concerned in complementary ways with what counts as legitimate knowledge and who is counted as entitled to know. The status of narrative as a form of knowledge is addressed in "Narrative Thinking and Story-Telling Rights: A Folklorist's Clue to a Critique of Education" (with Courtney Cazden). The final chapter, "Language in Education: Forward to Fundamentals" weaves together many of the themes of the book, expressing a concern that an ethnographic or ethnolinguistic perspective not be trivialized and vulgarized. (JB)

Ethnography and Language Policy

Author : Teresa L. McCarty
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Illuminating, through ethnographic inquiry, how individual agents "make" language policy in everyday social practice, this volume advances the growing field of language planning and policy using a critical sociocultural approach. From this perspective, language policy is conceptualized not only as official acts and documents, but as language-regulating modes of human interaction, negotiation, and production mediated by relations of power. Using this conceptual framework, the volume addresses the impacts of globalization, diaspora, and transmigration on language practices and policies; language endangerment, revitalization, and maintenance; medium-of-instruction policies; literacy and biliteracy; language and ethnic/national identity; and the ethical tensions in conducting critical ethnographic language policy research. These issues are contextualized in case studies and reflective commentaries by leading scholars in the field. Ethnography and Language Policy extends previous work in the field, tapping into leading-edge interdisciplinary scholarship, and charting new directions. Recognizing that language policy is not merely or even primarily about language per se, but rather about power relations that structure social-linguistic hierarchies, the authors seek to expand policy discourses in ways that foster social justice for all.

Kisisi Our Language

Author : Perry Gilmore
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Recognized as a finalist for the CAE 2018 Outstanding Book Award! Part historic ethnography, part linguistic case study and part a mother’s memoir, Kisisi tells the story of two boys (Colin and Sadiki) who, together invented their own language, and of the friendship they shared in postcolonial Kenya. Documents and examines the invention of a ‘new’ language between two boys in postcolonial Kenya Offers a unique insight into child language development and use Presents a mixed genre narrative and multidisciplinary discussion that describes the children’s border-crossing friendship and their unique and innovative private language Beautifully written by one of the foremost scholars in child development, language acquisition and education, the book provides a seamless blending of the personal and the ethnographic The story of Colin and Sadiki raises profound questions and has direct implications for many fields of study including child language acquisition and socialization, education, anthropology, and the anthropology of childhood

Race Ethnography and Education

Author : Rodney K Hopson
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This book focuses on race and ethnography, and in particular, it addresses two significant issues. Firstly, leading thinkers and emerging scholars in the field explicate the complicated nature of race intersections, theories, and meanings in educational ethnography. The ethnographic accounts consider schooling, which is then extended to larger educational settings, bound by unique and peculiar histories and locations. By amalgamating this selection of papers into one issue, the book both challenges the effects of educational histories, policies and practices, by interrogating theories and meanings of race, and positions race and racism in ethnography with the hope of presenting new applications and developments in ethnographic methodologies, theories, and practices. The volume then develops the conversation by helping to build scholarship in understanding race meanings, intersections and theories in educational and social sciences. With the escalating attention given to the study of race scholarship in recent years, there is still considerable information that scholars in the field need to know about how ethnographers and ethnography, from diverse comparative and international schools and educational settings, respond to racialized and racist practices, while challenging and developing theories about race and racism in diverse global terrains and locations. This book was originally published as a special issue of Ethnography and Education.

Interpretive Ethnography of Education at Home and Abroad

Author : Louise Spindler
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This ambitious and unique volume sets a standard of excellence for research in educational ethnography. The interpretive studies brought together in this volume are outstanding discipline-based analyses of education both in the United States and in complex societies abroad.

Bourdieu Language and Linguistics

Author : Michael Grenfell
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Ethnography Linguistics Narrative Inequality

Author : Dell Hymes
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This collection of work addresses the contribution that ethnography and linguistics make to education, and the contribution that research in education makes to anthropology and linguistics.; The first section of the book pinpoints characteristics of anthropology that most make a difference to research in education. The second section describes the perspective that is needed if the study of language is to contribute adequately to problems of education and inequality. Finally, the third section takes up discoveries about narrative, which show that young people's narratives may have a depth of form and skill that has gone largely unrecognized.

Linguistic Ethnography

Author : Fiona Copland
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This is an engaging interdisciplinary guide to the unique role of language within ethnography. The book provides a philosophical overview of the field alongside practical support for designing and developing your own ethnographic research. It demonstrates how to build and develop arguments and engages with practical issues such as ethics, transcription and impact. There are chapter-long case studies based on real research that will explain key themes and help you create and analyse your own linguistic data. Drawing on the authors’ experience they outline the practical, epistemological and theoretical decisions that researchers must take when planning and carrying out their studies. Other key features include: A clear introduction to discourse analytic traditions Tips on how to produce effective field notes Guidance on how to manage interview and conversational data Advice on writing linguistic ethnographies for different audiences Annotated suggestions for further reading Full glossary This book is a master class in understanding linguistic ethnography, it will of interest to anyone conducting field research across the social sciences.

Researching Education for Social Justice in Multilingual Settings

Author : Jean Conteh
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Researching Education for Social Justice in Multilingual Settings provides innovative guidance on carrying out qualitative research in education by offering a wide range of examples of research projects with a focus on the methodologies and data collection strategies used. Rather than decontextualised 'how-to' advice, the book offers insights into the complexities of actually carrying out research in multilingual settings. In this practical guide, examples of real-life projects are framed by chapters providing a theoretical background to the principles of ethnography and to the processes and practices of qualitative research, focusing on data generation and collection strategies. Case study chapters offer a rich understanding of the detail of qualitative research in education from the points of view of people who have engaged in it. Moreover, the book promotes understanding of current research that aims to make a difference to pupils, students, teachers and families whose diverse languages and cultural experiences are not fully valued in society and in mainstream education contexts. Pedagogical features that support private study and use on courses include a glossary of key terms, guiding questions for reading at the start of each section, and discussion questions to promote reflection as well as suggestions for further reading. Researching Education for Social Justice in Multilingual Settings is a supportive guide to the principles of ethnography and the processes of qualitative research for all those wishing to investigate complex problems in multilingual education settings.

Race Ethnography and Education

Author : Rodney K Hopson
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This book focuses on race and ethnography, and in particular, it addresses two significant issues. Firstly, leading thinkers and emerging scholars in the field explicate the complicated nature of race intersections, theories, and meanings in educational ethnography. The ethnographic accounts consider schooling, which is then extended to larger educational settings, bound by unique and peculiar histories and locations. By amalgamating this selection of papers into one issue, the book both challenges the effects of educational histories, policies and practices, by interrogating theories and meanings of race, and positions race and racism in ethnography with the hope of presenting new applications and developments in ethnographic methodologies, theories, and practices. The volume then develops the conversation by helping to build scholarship in understanding race meanings, intersections and theories in educational and social sciences. With the escalating attention given to the study of race scholarship in recent years, there is still considerable information that scholars in the field need to know about how ethnographers and ethnography, from diverse comparative and international schools and educational settings, respond to racialized and racist practices, while challenging and developing theories about race and racism in diverse global terrains and locations. This book was originally published as a special issue of Ethnography and Education.

Reflections on Qualitative Research in Language and Literacy Education

Author : Seyyed-Abdolhamid Mirhosseini
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This book discusses aspects of the theory and practice of qualitative research in the specific context of language and literacy education. It addresses epistemological perspectives, methodological problems, and practical considerations related to research involvements in areas of language education and literacy studies rather than generic issues of other fields of social sciences. The volume starts with Theoretical Considerations in the first part and raises some epistemological and theoretical concerns that are rarely debated in the specific context of research on language and literacy teaching. The second part, Methodological Approaches explores issues of the design and implementation of language and literacy education research within the framework of some of the major established qualitative research traditions. Finally, the part on Research in Action discusses practical aspects of a few actual instances of qualitative research on language and literacy education in different contexts.

Anthropologies of Education

Author : Kathryn M. Anderson-Levitt
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Despite international congresses and international journals, anthropologies of education differ significantly around the world. Linguistic barriers constrain the flow of ideas, which results in a vast amount of research on educational anthropology that is not published in English or is difficult for international readers to find. This volume responds to the call to attend to educational research outside the United States and to break out of "metropolitan provincialism." A guide to the anthropologies and ethnographies of learning and schooling published in German, French, Spanish, Portuguese, Italian, Slavic languages, Japanese, and English as a second language, show how scholars in Latin America, Japan, and elsewhere adapt European, American, and other approaches to create new traditions. As the contributors show, educators draw on different foundational research and different theoretical discussions. Thus, this global survey raises new questions and casts a new light on what has become a too-familiar discipline in the United States.

The Wiley Handbook of Ethnography of Education

Author : Dennis Beach
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A state-of-the-art reference on educational ethnography edited by leading journal editors This book brings an international group of writers together to offer an authoritative state-of-the-art review of, and critical reflection on, educational ethnography as it is being theorized and practiced today—from rural and remote settings to virtual and visual posts. It provides a definitive reference point and academic resource for those wishing to learn more about ethnographic research in education and the ways in which it might inform their research as well as their practice. Engaging in equal measure with the history of ethnography, its current state-of play as well as its prospects, The Wiley Handbook of Ethnography of Education covers a range of traditional and contemporary subjects—foundational aims and principles; what constitutes ‘good’ ethnographic practice; the role of theory; global and multi-sited ethnographic methods in education research; ethnography’s many forms (visual, virtual, auto-, and online); networked ethnography and internet resources; and virtual and place-based ethnographic fieldwork. Makes a return to fundamental principles of ethnographic inquiry, and describes and analyzes the many modalities of ethnography existing today Edited by highly-regarded authorities of the subject with contributions from well-known experts in ethnography Reviews both classic ideas in the ethnography of education, such as “grounded theory”, “triangulation”, and “thick description” along with new developments and challenges An ideal source for scholars in libraries as well as researchers out in the field The Wiley Handbook of Ethnography of Education is a definitive reference that is indispensable for anyone involved in educational ethnography and questions of methodology.

Ethnography and Education Policy

Author : Geoffrey Walford
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This book emphasises the central place that ethnographic work should have in the formulation and evaluation of education policy. Ethnographic studies contribute to a greater understanding of the process formulation, evaluation and critique. First, careful studies of policy initiatives at the local level can show the extent to which change actually occurs in practice. Second, ethnographic studies can investigate the unintended consequences as well as those planned by the policy. Third, ethnography can investigate the effects of policies in such a way that contradictions within the original policy itself are illuminated. As well as studying the effects and impact of policy, ethnography can also be useful in the formulation of new policies. The various chapters gathered together here give many examples of the ways that ethnography can trace the effects of particular policy developments and may be able to influence future policy debates. The contributors and case studies relate to several countries including the United States, Italy, England, France, Sweden and Switzerland, showing not only that ethnographic research in education is now widespread, but also increasing relevance to policy.

The Wiley Handbook of Ethnography of Education

Author : Dennis Beach
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A state-of-the-art reference on educational ethnography edited by leading journal editors This book brings an international group of writers together to offer an authoritative state-of-the-art review of, and critical reflection on, educational ethnography as it is being theorized and practiced today—from rural and remote settings to virtual and visual posts. It provides a definitive reference point and academic resource for those wishing to learn more about ethnographic research in education and the ways in which it might inform their research as well as their practice. Engaging in equal measure with the history of ethnography, its current state-of play as well as its prospects, The Wiley Handbook of Ethnography of Education covers a range of traditional and contemporary subjects—foundational aims and principles; what constitutes ‘good’ ethnographic practice; the role of theory; global and multi-sited ethnographic methods in education research; ethnography’s many forms (visual, virtual, auto-, and online); networked ethnography and internet resources; and virtual and place-based ethnographic fieldwork. Makes a return to fundamental principles of ethnographic inquiry, and describes and analyzes the many modalities of ethnography existing today Edited by highly-regarded authorities of the subject with contributions from well-known experts in ethnography Reviews both classic ideas in the ethnography of education, such as “grounded theory”, “triangulation”, and “thick description” along with new developments and challenges An ideal source for scholars in libraries as well as researchers out in the field The Wiley Handbook of Ethnography of Education is a definitive reference that is indispensable for anyone involved in educational ethnography and questions of methodology.

Interviewing and Conversation Analysis in Ethnography of Language in Education Policy

Author : Goodman
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In the 2010-2011 academic year, I conducted an ethnographic case study of a Ukrainian university in a predominantly Russian-speaking city that was beginning to teach subjects in English. The purpose of this study was to explore the relationship among these three languages and additional foreign languages in the university, as well as the relationship between the decision to use English as a medium of instruction and national policies that promote Ukrainian but are at times ignored in Russian-speaking regions of the country. The purpose of this research case is twofold. First, I show how I developed interview questions about language policy that seemed to reflect local norms of communication and offered a means of eliciting answers relevant to my research questions. Second, I show how I applied conversation analysis to the nevertheless unexpected answers to understand why respondents answered as they did, that is, what they were oriented to in my question. Once I understood their orientations to language policy, I could then interpret the actual answers from a perspective of the power of the individual and institution over the national government in language policy.

Bilingual Education and Language Policy in the Global South

Author : Jo Arthur Shoba
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This volume considers a range of ways in which bilingual programs can make a contribution to aspects of human and economic development in the global South. The authors examine the consequences of different policies, programs, and pedagogies for learners and local communities through recent ethnographic research on these topics. The revitalization of minority languages and local cultural practices, management of linguistic and cultural diversity, and promotion of equal opportunities (both social and economic) are all explored in this light.