Pratarmė

Skukauskaitė, Audra; Rupšienė, Liudmila; Koro, Catarina Player; Beach, Dennis

doi:10.15388/actpaed.2017.39.11451

Cited by 2 publications

(2 citation statements)

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“…It also provides a basis for engaging different participants in conversations of processes that need to be understood to gain emic or insider understandings of what is being heard, seen, and thus observed. These telling case studies, therefore, make visible how microethnography is an epistemological approach, which supports researchers in studying a particular group or phenomenon within a particular social context (e.g., literacy practices, epistemic processes and practices that constitute disciplinary knowledge, and equity of access to particular opportunities for learning in local contexts as well as across national contexts; Anderson-Levitt & Rockwell, 2017;Bloome et al, 2018;Garcez, 2008Garcez, , 2017Green & Bloome, 1997;Heath & Street, 2008;Skukauskaite et al, 2017;Smith, 1978).…”

Section: Closing and Opening: On What Was Learned From The Telling Camentioning

confidence: 87%

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Studying the Over-Time Construction of Knowledge in Educational Settings: A Microethnographic Discourse Analysis Approach

Green

Baker

Chian

et al. 2020

Review of Research in Education

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This review presents theoretical underpinnings supporting microethnographic-discourse analytic (ME/DA) approaches to studying educational phenomena. The review is presented in two parts. Part 1 provides an analytic review of two seminal reviews of literature that frame theoretical and methodological developments of microethnography and functions language in classrooms with diverse learners. Part 2 presents two telling case studies that illustrate the logic-of-inquiry of (ME/DA) approaches. These telling case studies make transparent how theoretical considerations of cultural perspectives on education inform decisions regarding research methodology. Telling Case Study 1 makes transparent the logic-of-inquiry undertaken to illustrate how microanalyses of discourse and action among participants in a physics class provided an empirical grounding for identifying how different groups undertook a common task. This case study shows how ethnographically informed discourse analyses formed a foundation to theoretically identify social processes of knowledge construction. Telling Case Study 2 makes transparent multiple levels of analysis undertaken to examine ways that creative processes of interpretation of art were communicated and taken up in an art studio class across multiple cycles of activity. Taken together, these telling case studies provide evidence of how ME/DA provides a theoretically grounded logic-of-inquiry for investigating complex learning processes in different educational contexts.

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Section: Closing and Opening: On What Was Learned From The Telling Camentioning

confidence: 87%

“…9 The work inscribed in Smith is primarily grounded in U.S. contexts of ethnography. For sociological and international perspectives, see Heap (1985), Atkinson (1990), Walford (2008, Beach (2017), Skukauskaite et al (2017), and Anderson-Levitt and Rockwell (2017).…”

mentioning

confidence: 99%