Dialogic Principles of Interactive Learning in the Ethnographic Relationship

Page, Helán E.

doi:10.1086/jar.44.2.3630054

Cited by 50 publications

(9 citation statements)

References 16 publications

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“…Ethnography evolved as a method of field work in anthropology even though it has become a successfully used method of gathering information in the discipline of communication (Carbaugh, 1988;Carbaugh & Hastings, 1992). We use the term ethnography to mean a dialogical process of interactive learning in which the ethnographer is not merely studying but also learning from the persons he or she is interviewing (Page, 1988). Ethnography involves not merely a formal interviewing of subjects but a process in which the ethnographer spends time with those he or she interviews, understands the nature of the organizations in which the subjects work, and the limits and challenges that the subjects face within these organizations.…”

Section: Methodsmentioning

confidence: 99%

Globalizing Media Ethics? An Assessment of Universal Ethics Among International Political Journalists

Rao¹,

Lee²

2005

Journal of Mass Media Ethics

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Section: Methodsmentioning

confidence: 99%

Globalizing Media Ethics? An Assessment of Universal Ethics Among International Political Journalists

Rao¹,

Lee²

2005

Journal of Mass Media Ethics

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“…The political markings that my body and my family bring to this ethnographic project necessitate reflexivity in writing, as this ethnographic relationship was at all times multivocal, heteroglossic, and dialogic (Bakhtin ; Page ; Ulysse ). My body, my memory, my family experiences inform the perspective from which I now write.…”

Section: Hiphop's Heterogeneitymentioning

confidence: 99%

Blackness, Race, and Language Politics in Japanese Hiphop

Fischer

2013

Transforming Anthropology

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“…A final way in which feminist ethnographic research can be compared with that of ethnographers of color is in terms of how these scholars construct dieir researcher status in relation to those they study. The position espoused by ethnographers of color is rather consistendy that of the "ethnic insider," although some ethnographers of color problematize their insider status as a result of differences in class and educational status between themselves and those they study (Page, 1988). Among the works we review, we can distinguish three distinct positions claimed: (a) that of the "female" insiderthose claiming epistemological validity based on their identification with their subjects as women and girls; (b) that of the "gender" insider-those claiming epistemological validity based on their sensitivity to the gendered nature of social life by virtue of their feminist perspective (cf.…”

Section: Going Inside the Gendered Terrain Of Education And Student Culturementioning

confidence: 99%

Chapter 2: Anthropology Goes Inside: The New Educational Ethnography of Ethnicity and Gender

Foley

Levinson

Hurtig³

2000

Review of Research in Education

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hat has the discipline of anthropology contributed to the field of educational research? This is a daunting question that has been posed to us. It is also a question that invites some hubris. We try to avoid this temptation by narrowing our topic to highlight the growing influence of "insider" ethnic and gender research, especially on student identity and culture, within the U.S.-based anthropology of education. 1 We define such insider studies as those whose authors identify themselves principally with the ethnicity and/or gender of the students they study and who contribute ethnographic knowledge primarily for the benefit of such students. It should be clear that the review we develop here by no means constitutes an exhaustive survey of contemporary educational anthropology or even of educational ethnography more broadly. Rather, we present our own reading of this field within a field, our own sense of its most striking contributions and tensions, and, most important, our sense of the challenge and promise given by a new generation of socially committed researchers.Scholars of color, including what some now call "halfie" anthropologists, 2 are among the most visible and important insider ethnographers to have arrived on the intellectual scene. Their growing impact as researchers is a significant validation of me point that "insider" knowledge is important. To a certain extent, as we discuss later, the same can be said for feminist gender studies, in which women study women. "Insider" ethnographers become a species of border crosser. They construct insider ethnographic knowledge using conceptual tools from the academy, and they present this knowledge in a way that renders their subjects' actions and beliefs comprehensible and sympathetic to outsiders and insiders alike. We argue here that insider contributions are crucial in bringing to light the dynamics of culture that may lead to the design of more democratic educational arrangements and hence the attainment of greater equality of opportunity and achievement.

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Dialogic Principles of Interactive Learning in the Ethnographic Relationship

Cited by 50 publications

References 16 publications

Globalizing Media Ethics? An Assessment of Universal Ethics Among International Political Journalists

Globalizing Media Ethics? An Assessment of Universal Ethics Among International Political Journalists

Blackness, Race, and Language Politics in Japanese Hiphop

Chapter 2: Anthropology Goes Inside: The New Educational Ethnography of Ethnicity and Gender

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