Teachers as Ethnographers: Narrative Study of Inquiry of Indonesian Teachers Assigned to Teach in Remote Areas

Abstract

<p style="text-align: justify;">The research explores the narrative inquiry of Indonesian teachers who are assigned to teach in remote areas. The research was conducted from 2019 until 2020. The teachers, in this case, are considered ethnographers because they try to recognize and enter remote island areas that have not been recognized. During this time, in the education context, narrative inquiry is more focused on teacher identity, teaching, curriculum, assessment, and counseling. In terms of narrative inquiry, the teacher as an ethnographer is very interesting to be studied, because it can provide ethnographic insight into the teacher’s perspective. The research used qualitative methods supported by ethnographic studies and involved 21 participants. Data analysis techniques used were the stages of identification, classification, reduction, and verification. The interview used was unstructured. The results show that the teacher as an ethnographer learned the local language in the early stage. The second stage is understanding the cultural situation of the local community. The third stage is the contribution of the teacher to the local community in the education context.</p>

Study of Educational Trajectories Through Biograms and Semantic Exploration, an Approach to Narrative Studies

“…When one delves into life histories, as a method belonging to the qualitative approach, a series of particularities can be discerned within it that make it characteristic in the range of research methods (Ahmadi, 2021; Nada & Araújo, 2018; Ritacco Real & Bolívar Botía, 2018; Sosa-Díaz & Valverde-Berrocoso, 2022). As has been pointed out, and this is highlighted by Bolívar et al (2001), this methodology tries to give meaning and construct meaning to isolated facts that, through the researcher, are evoked in the individual.…”

“…This type of research is framed within an ethnographic perspective of the research (Ahmadi, 2021). This is not intended to create generalizations or rules in the reality of individuals (Maciá et al, 2014), since the focus of this approach is based on the unpredictable, experiences and daily work.…”

Teaching creative (Literary) writing: Indigenous psychological perspective

“…Adapting Creswell's (2017) view, qualitative-narrative puts forward narration in the presentation of data. The narration is based on the researcher's interpretation of the analyzed text (Ahmadi, 2019b(Ahmadi, , 2020b(Ahmadi, , 2021a(Ahmadi, , 2021b. Therefore, the presentation of data is more non-statistical.…”

Voces del Profesorado en Contexto de Represión y Lucha Social: Memorias Colectivas e Identidades

“…En la actualidad, la vida pública está asociada a procesos de cambios vertiginosos en la sociedad. Como producto de estas disrupciones en el campo educativo, han germinado nuevas experiencias en los agentes escolares (Ahmadi, 2020;Estefan et al, 2016;Mahoney y Khwaja, 2016;Naicker et al, 2020). En tal sentido, se entiende que la narrativa viene siendo una de las principales vías para visibilizar los momentos vividos.…”