Critical Ethnography in Education: Origins, Current Status, and New Directions

Anderson, Gary L.

doi:10.2307/1170182

Cited by 52 publications

(67 citation statements)

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“…The methods employed combined aspects of traditional ethnography (including extensive participant observation) with case study design (focused on one particular university site), reflecting what previous scholars have described as the "ethnographic case study" method (Rhoads, 1995b). Of course, our methods were also informed by empirical and theoretical work in the fields of critical race theory and ethnic studies; here we point out that there is much support in the literature for combining aspects of ethnography with critical social science perspectives, including perspectives such as critical theory and critical race theory (Anderson, 1989;Villenas & Deyhle, 1999). Furthermore, we see case study design informed by ethnographic methods as particularly insightful for two primary reasons, both of which were stressed by Merriam: 1) a case study can help to uncover a complex process (in the case of our study the process involves allies engaging in forms of transformative resistance); and 2) a case study is powerful for examining "uniqueness" or "atypical cases," especially in terms of "what it can reveal about a phenomenon… [and] knowledge we would not otherwise have access to" (1998, p. 33).…”

Section: Methodsmentioning

confidence: 99%

Undocumented Student Allies and Transformative Resistance: An Ethnographic Case Study

Chen¹,

Rhoads²

2016

The Review of Higher Education

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Section: Methodsmentioning

confidence: 99%

Undocumented Student Allies and Transformative Resistance: An Ethnographic Case Study

Chen¹,

Rhoads²

2016

The Review of Higher Education

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“…The current study used critical ethnography to study Black students' lived realities, schooling, and mathematics education. Critical ethnography in education developed because of a two-way dialectic to understand the dialectic relationship between social and historical accounts of structures and cultural accounts of human actors (Anderson, 1989). The research questions guiding this study were as follows:…”

Section: Methodsmentioning

confidence: 99%

The Mathematical Experiences of Black Males in a Predominantly Black Urban Middle School and Community

Davis¹

2014

IJEMST

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There is a growing body of research focused on the mathematical experiences of Black males in the United States of America. This research has emerged to challenge the dominant narrative in mathematics education focused on Black males' low performance on international, national, and state standardized tests. There is very little research that has explored the impact of high-stakes testing in mathematics on Black males in urban areas. Using qualitative research methods, this study examines the middle school mathematics experiences of four Black males and provides insight into their responses to challenges they face in urban communities, schools, and math classrooms. Critical race theory was used to illuminate Black males' desire to be challenged in the classroom and describe the community, school, and classroom conditions that impact their lived realities and mathematics experiences.

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“…El surgimiento de la etnografía crítica ha resultado del descontento de muchos investigadores con las teorías y los métodos que no son capaces de preguntar ni contestar preguntas sociales fundamentales (ANDERSON, 1989). La investigación-acción, inspirada en el trabajo de Freire, da un paso adelante y actúa sobre estas cuestiones sociales (e.g.…”

Section: Metodología Del Proyectounclassified

Práxica docente crítica no ensino de Inglês a criancas indígenas no México

López-Gopar

2013

Fórum Linguist.

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RESUMO: O propósito deste artigo é apresentar e discutir a práxica docente crítica dos/as estudantes-docentes do projeto de pesquisa etnográfica e pesquisa-ação realizado com crianças de nível primário numa comunidade indígena de Oaxaca, México. Após apresentar um breve resumo da situação atual dos indígenas e os seus idiomas no México, é apresentado o projeto geral do qual fez parte a práxica docente dos estudantes-docentes, seus princípios teóricos e metodologia de pesquisa. Mais tarde, é desenvolvido um retrato etnográfico de Nundichi, a comunidade mixteca onde os estudantes-docentes desenvolveram a sua práxica docente. Finalmente, apresento os três temas que emergiram da análise dessa práxica: (1) respeito pelas práticas comunitárias indígenas; (2) práxica docente baseada na vida e o contexto das crianças; e (3) criação de autores de textos de identidade na práxica docente. PALAVRAS-CHAVE: formação de professores; etnografia; pesquisa-ação; educação escolar indígena; inglês língua adicional.RESUMEN: El propósito de este artículo es presentar y discutir la práxica docente crítica de los estudiantes-docentes del proyecto de investigación etnográfica e investigación-acción realizado con niños de nivel primario en una comunidad indígena de Oaxaca, México. Tras presentar un breve resumen de la situación actual de los indígenas de México y sus idiomas, presento el proyecto general del que formó parte la práxica docente de los estudiantes-docentes, sus principios teóricos y metodología de investigación. Posteriormente, desarrollo un retrato etnográfico de Nundichi, la comunidad mixteca donde los estudiantes-docentes desarrollaron su práxica docente. Finalmente, presento los tres temas que emergieron del análisis de esa práxica: (1) respeto por las prácticas comunitarias indígenas; (2) práxica docente basada en la vida y el contexto de los niños; e (3) creación de autores de textos de identidad en la práxica docente. PALABRAS-CLAVE: formación de profesores; etnografía; investigación-acción; educación escolar indígena; inglés lengua adicional.ABSTRACT: The aim of this article is to present and discuss the critical teaching praxis of the students-teachers of the ethnographic research and action research project developed with children of primary school in an indigenous community in Oaxaca, México. After presenting a brief summary of the current situation of the Mexican indigenous peoples and their tongues, it is presented the general Project to which the students-teachers' praxis belonged, its theoretical principles and research methodology. Later on, it is developed an ethnographic portrait of Nundichi, the mixtecan community where the students-teachers developed their teaching praxis, and finally, the three topics that emerged from the analysis of that praxis: (1) respect for the community indigenous practices; (2) teaching praxis based on the children's life and context; and (3) creation of identity text authors within the teaching praxis.

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Critical Ethnography in Education: Origins, Current Status, and New Directions

Cited by 52 publications

References 0 publications

Undocumented Student Allies and Transformative Resistance: An Ethnographic Case Study

Undocumented Student Allies and Transformative Resistance: An Ethnographic Case Study

The Mathematical Experiences of Black Males in a Predominantly Black Urban Middle School and Community

Práxica docente crítica no ensino de Inglês a criancas indígenas no México

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