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2

Article

'But they are Norwegians!' Talking about culture at school (2007)

Hagelund, Anniken

In: Ethnography and education Vol. 2, No. 1 (2007), p. 127

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ISSN: 1745-7823

Language: Undetermined

Titel der Quelle: Ethnography and education

Publ. der Quelle: London [u.a.] : Routledge, Taylor & Francis Group

Angaben zur Quelle: Vol. 2, No. 1 (2007), p. 127

DDC: 370

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OLC Ethnologie

3

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'Confianza is where I can be myself': Latina mothers' constructions of community in education reform (2007)

Dyrness, Andrea

In: Ethnography and education Vol. 2, No. 2 (2007), p. 257

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ISSN: 1745-7823

Language: Undetermined

Titel der Quelle: Ethnography and education

Publ. der Quelle: London [u.a.] : Routledge, Taylor & Francis Group

Angaben zur Quelle: Vol. 2, No. 2 (2007), p. 257

DDC: 370

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4

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'Do they think we live in huts?' - Cultural essentialism and the challenges of facilitating professional development in cross-cultural settings (2017)

Alvaré, Bretton T

In: Ethnography and education Vol. 12, No. 1 (2017), p. 33-48

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ISSN: 1745-7823

Language: English

Titel der Quelle: Ethnography and education

Publ. der Quelle: London [u.a.] : Routledge, Taylor & Francis Group

Angaben zur Quelle: Vol. 12, No. 1 (2017), p. 33-48

DDC: 370

Abstract: Depending on the particular definition of culture they employ, pedagogical approaches meant to promote integration, inclusion, and empowerment across cultural divides can end up magnifying existing feelings of alienation, exclusion, and disempowerment. This article explores the negative consequences that can arise when 'funds of knowledge' approaches are employed to construct 'culturally responsive pedagogy' through the case of the Sharing the Environment programme, a situated professional development programme that sought to promote inquiry-based environmental education at the elementary school level. The programme directors' efforts to mediate the cultural differences between the different groups of participating teachers inadvertently engendered a process of 'othering' that actually inflamed the ethnocentric opinions participants had of one another. I argue that the reasons their well-intentioned, theoretically grounded efforts failed so spectacularly have to do with their reliance on a particular, essentialised concept of 'culture' that entered science education research in the 1950s and remains at the heart of funds of knowledge pedagogical approaches.

DOI: 10.1080/17457823.2015.1109466

URL: Volltext

URL: http://www.tandfonline.com/doi/abs/10.1080/17457823.2015.1109466

URL: https://search.proquest.com/docview/1845244970

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OLC Ethnologie

5

Article

'Lad' research, the reproduction of stereotypes? (2015)

Rosvall, Per-Åke

In: Ethnography and education Vol. 10, No. 2 (2015), p. 215

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ISSN: 1745-7823

Language: English

Titel der Quelle: Ethnography and education

Publ. der Quelle: London [u.a.] : Routledge, Taylor & Francis Group

Angaben zur Quelle: Vol. 10, No. 2 (2015), p. 215

DDC: 370

Abstract: Previous research presented in this journal and elsewhere has suggested that vocational education is highly gender segregated and it is the heavy industrial sectors such as industry, vehicle and construction programmes that mainly attract boys with an anti-school attitude who are not interested in academic school work. However, there are good reasons to also question the reproduction of these stereotypes and how they may operate in relation to youth in education. This article therefore discusses issues connected to carrying out research in settings with a majority of boys from working-class backgrounds. It focuses specifically on methodological questions and possibly hidden forms of methodological bias in ethnographic research as well as the formulation of research questions (turn of gaze) and how these may work in relation to the reproduction or rupture of standard gender stereotypes in education research. The article highlights interviewing individually or in groups, initial encounters and the turn of gaze in ethnography.

URL: http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-104443

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6

Article

'Lad' research, the reproduction of stereotypes? Ethnographic dilemmas when researching boys from working-class backgrounds (2015)

Rosvall, Per-Åke

In: Ethnography and education Vol. 10, No. 2 (2015), p. 215-229

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ISSN: 1745-7823

Language: English

Titel der Quelle: Ethnography and education

Publ. der Quelle: London [u.a.] : Routledge, Taylor & Francis Group

Angaben zur Quelle: Vol. 10, No. 2 (2015), p. 215-229

DDC: 370

Abstract: Previous research presented in this journal and elsewhere has suggested that vocational education is highly gender segregated and it is the heavy industrial sectors such as industry, vehicle and construction programmes that mainly attract boys with an anti-school attitude who are not interested in academic school work. However, there are good reasons to also question the reproduction of these stereotypes and how they may operate in relation to youth in education. This article therefore discusses issues connected to carrying out research in settings with a majority of boys from working-class backgrounds. It focuses specifically on methodological questions and possibly hidden forms of methodological bias in ethnographic research as well as the formulation of research questions (turn of gaze) and how these may work in relation to the reproduction or rupture of standard gender stereotypes in education research. The article highlights interviewing individually or in groups, initial encounters and the turn of gaze in ethnography.

DOI: 10.1080/17457823.2015.1016054

URL: Volltext

URL: http://www.tandfonline.com/doi/abs/10.1080/17457823.2015.1016054

URL: http://search.proquest.com/docview/1663917549

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7

Article

'Love your China' and evangelise: religion, nationalism, racism and immigrant settlement in Canada (2011)

Han, Huamei

In: Ethnography and education Vol. 6, No. 1 (2011), p. 61-80

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ISSN: 1745-7823

Language: Undetermined

Titel der Quelle: Ethnography and education

Publ. der Quelle: London [u.a.] : Routledge, Taylor & Francis Group

Angaben zur Quelle: Vol. 6, No. 1 (2011), p. 61-80

DDC: 370

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OLC Ethnologie

8

Article

'Sent out' and Stepping Back In: stories from young people 'placed at risk' (2016)

Robinson, Janean ; Smyth, John

In: Ethnography and education Vol. 11, No. 2 (2016), p. 222

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ISSN: 1745-7823

Language: English

Titel der Quelle: Ethnography and education

Publ. der Quelle: London [u.a.] : Routledge, Taylor & Francis Group

Angaben zur Quelle: Vol. 11, No. 2 (2016), p. 222

DDC: 370

Abstract: This paper invokes the voices of young people who had been separated from mainstream schooling because they were positioned as 'disengaged' and 'at risk of failing'. The authors argue that streaming students out of schooling needs serious questioning as an escalating number of young people are framed as non-performers within a globally competitive educational market. Throughout the paper we use critical ethnographic slices to expose the experiences of the 24 young people interviewed who together with mentors shared personal insights whilst attending a re-engagement programme in Australia in the year 2010. Their responses unearth a 'wickedness' and a preoccupation during their schooling with performance and school improvement. In response, we privilege student interpretations of their own marginalisation as an activist form of 'speaking back' to the social and economic conditions and limitations dominating their lives.

DOI: 10.1080/17457823.2015.1040430

URL: Volltext

URL: http://www.tandfonline.com/doi/abs/10.1080/17457823.2015.1040430

URL: http://search.proquest.com/docview/1779192828

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9

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'Study like Italians do' as a migration project: field research in Togo (2017)

Zamperini, Adriano ; Mascena, Alberto

In: Ethnography and education Vol. 12, No. 3 (2017), p. 271-23

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ISSN: 1745-7823

Language: English

Titel der Quelle: Ethnography and education

Publ. der Quelle: London [u.a.] : Routledge, Taylor & Francis Group

Angaben zur Quelle: Vol. 12, No. 3 (2017), p. 271-23

DDC: 370

Abstract: In this article we present ethnographic research conducted on students taking an Italian language and culture course in Lomé, the capital of Togo. We interacted with the students and participated in their school days. In addition to the interviews, we turned to Focus Groups in order to investigate certain crucial issues. Our research reinforces the idea that migration is a strategy of living, even before surviving, thanks to which many students from West Africa can achieve their desire to learn and explore the world and gain access to higher quality education. We noted the importance of the preparatory phase, the process by which students acquire different skills needed to deal with the migration experience. 'Study like Italians do' also anticipates the scenario of the migration in the host country, which influences the expectations and behaviour that students will implement once they arrive in Italy.

DOI: 10.1080/17457823.2016.1231073

URL: Volltext

URL: http://www.tandfonline.com/doi/abs/10.1080/17457823.2016.1231073

URL: https://search.proquest.com/docview/1907313255

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10

Article

'The one that got away': how angling as a culture of practice manifests in the teaching and learning relationship within angling-based intervention programmes (2016)

Djohari, Natalie ; Brown, Adam ; Stolk, Paul

In: Ethnography and education Vol. 11, No. 1 (2016), p. 40-56

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ISSN: 1745-7823

Language: English

Titel der Quelle: Ethnography and education

Publ. der Quelle: London [u.a.] : Routledge, Taylor & Francis Group

Angaben zur Quelle: Vol. 11, No. 1 (2016), p. 40-56

DDC: 370

Abstract: In recent years a professional sector has emerged within the UK delivering angling-based intervention programmes targeted at young people 'disengaged' with education. These coaches bring with them an angling cultural background, which influences their interactions with young people as 'novices', emerging in 'angler talk' that accompanies waterside coaching. We argue that young people's exposure to 'angler talk' amounts to a cultural apprenticeship, socialising young people into an experience-based learning community. Through angler anecdotes and waterside banter young people are encouraged to be active participants in an egalitarian system of knowledge exchange that is particularly appealing for working with disaffected young people. By identifying how angling as a community of practice manifests in the teaching and learning relationship, we demonstrate the benefit of ethnographic approaches for appreciating the subtle cultural influences at work in skill-based intervention programmes.

DOI: 10.1080/17457823.2015.1038289

URL: Volltext

URL: http://www.tandfonline.com/doi/abs/10.1080/17457823.2015.1038289

URL: http://search.proquest.com/docview/1751005064

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