‘They didn’t tell me anything’: women’s literacies and resistance in rural Mexico     

Susan V. Meyers 《Gender and education》2011,23(7):857-871

Drawing from ethnographic case studies, this article considers issues of women’s access to education by exploring the literacy experiences of four women in rural Mexico. Ironically, as physical access to education in this area has increased, women’s literacy experiences have become more complex, rather than more libratory. Formal literacy, as it plays out for women in this community, is experienced as both an oppressive force as well as a tool for resistance to other forms of oppression. More importantly, the stories in this article highlight the socially dynamic nature of literacy as these four women utilise interpersonal relationships in order to subvert oppressive norms. These findings have implications both for theories of literacy as well as for educators who wish to work in more engaged ways with women and their children who emigrate from areas like rural Mexico.  相似文献   

液态存在的“田野”——对实证主义田野工作方法论的反思     

郑丽洁 《湖南师范大学教育科学学报》2011,10(2):32-35

教育人类学作为人类学的分支学科之一,其方法论的研讨总体上受制于人类学方法论,因此,经常回到人类学方法论中去汲取养分,是发展教育人类学方法论的基本路径。此研究借鉴和发展了叙事民族志写作者在文本写作中对自我进行呈现和分析的做法,对实证主义田野工作方法论进行了反思,并通过对真实经历的田野过程的归纳和反思来说明,在人类学研究的另一个重要过程,即田野中,无时无刻不存在着田野工作者"自我"与"田野"的相互作用———作者主张将这种"真实的田野工作"概括为一种"液态"的存在,并通过对田野工作的三个层面对该观点进行论述———人类学研究者需要正视和反思这种相互作用,并且在承认这种相互作用的存在下持续地发展田野工作方法论。  相似文献   

少数民族教育公平问题探析——一位校长的教育人类学口述研究   总被引：2，自引：0，他引：2  

张善鑫  刘旭东 《当代教育与文化》2010,2(1):9-13

通过对民族教育＂当事者＂之一的民族中学校长的教育公平观、公平感受分析,对其工作中诸如学生升学、学校课程、学生就业等方面面临的公平＂难题＂进行解读,从而总结并梳理了少数民族教育实践者的教育政策期待,以促进并逐步解决少数民族教育公平进程中的深层次问题和矛盾。  相似文献   

艺术人类学的阐释路径     

吴晓 《教育文化论坛》2010,2(4):69-72

在对艺术现象展开具体理论言说时,艺术人类学的阐释路径主要呈现出三个基本环节。首先是遵循文化人类学田野作业的基本方法,参与实践至具体的艺术活动中去,获得直接而完整的审美体验和生活知识;其次是基于文化整体观,对艺术生态做出全面的语境性把握,从而探究艺术活动的文化逻辑和生活特征;最后,以艺术民族志的形式,在关注艺术现象的细节和场景中,使得具体艺术现象得以综合把握和书写。艺术人类学的现实介入力和问题阐发力因此而得到有效实践和彰显。  相似文献   

中原汉民族中的兄妹婚神话——以河南淮阳人祖庙会的民族志研究为中心     

杨利慧 《云南师范大学学报(哲学社会科学版)》2010,42(6)

淮阳人祖庙及庙会是中原汉民族地区兄妹婚神话传播的一个重要中心点.当地讲述人对于兄妹始祖的血亲乱伦有着强烈的拒斥态度,进而在惯常类型之外形成了一种特殊的地区变体.兄妹婚神话以散文体和韵文体两种形式传播,存在着多种叙事传统.讲述人的神话观复杂多样,将神话僵化地界定为"神圣的叙事"无助于现代口承神话的研究.近半个多世纪以来政治和社会文化语境的变化虽然对神话传统的传承产生了一定影响,但并非毫无限度.  相似文献   

The institutional shaping of children’s educational experiences in secure custody: A case study of a secure children’s home in England     

《International Journal of Educational Development》2020

Secure Children’s Homes accommodate some of the most vulnerable children in society and yet they have evaded sustained academic attention. Consequently, little is known about children’s education in this type of setting. Through the lens of institutional ethnography, this paper explores how experiences of education inside one Secure Children’s Home in England are shaped by the institution. This approach makes visible that while the small-scale of the setting is of value, the mix of children accommodated for qualitatively different reasons is problematic for both the delivery of education and the children’s engagement in learning.  相似文献   

Ethnography in Action: Active Learning in Academic Library Outreach to Middle School Students     

Samantha Godbey  Nancy Fawley  Xan Goodman  Susan Wainscott 《图书馆管理杂志》2015,55(5):362-375

This article describes an outreach activity developed and coordinated by academic librarians as part of a state program for low-income middle school students. Rather than offering a traditional library tour, the library organizers wanted to provide the middle school students with a meaningful experience that would encourage active participation, critical thinking, and alleviate library anxiety. As a spin on the traditional tour, students applied an ethnographic approach to learning about the library. The authors describe the development and implementation of the activity and provide recommendations for other librarians involved in outreach to K–12 students.  相似文献   

Status problem and expectations of competence: a challenging path for teachers     

Isabella Pescarmona 《Education 3-13》2015,43(1):30-39

Complex Instruction (CI) is a cooperative learning approach, which aims at improving the equal status interaction among students working in groups who may be at different academic and social levels. Based on an ethnographic research, the article examines how a group of Italian primary school teachers understand the status problem and how the finding from this research demonstrates a change in their expectations of competence through using CI. This research analyses to what extent these teachers meet the original goal of achieving greater equity, as well as discussing implications for teachers' professional development.  相似文献   

Identity capital: an application from a longitudinal ethnographic study of self-construction during the years of school     

Jo Warin 《British Journal of Sociology of Education》2015,36(5):689-706

This article contributes to ongoing discussion of the Bourdieusian concept of cultural capital and current attempts to elaborate this concept and its derivatives. The paper identifies ‘identity capital’, the capacity to create a narrative of social and self-awareness by constructing a flexible sense of self. This concept explains findings from a longitudinal ethnography with nine children and young people over a 13-year period from pre-school to the age of 17. Analysis of the data shows that this particular capacity is developed through certain kinds of privileged discourses and the opportunities provided within socially advantaged schools and families. Two case studies are selected to reveal how identity capital interacts with other identifiable forms of capital that compound and entrench each other. The paper concludes by arguing that deficiencies in identity capital could be addressed within schooling in order to support the creation of this important resource.  相似文献   

论学校民族志的发展及在我国的应用     

李淼 《湖南师范大学教育科学学报》2015,(2):80-85

学校民族志是一种深入剖析和批判学校教学过程中文化现象的质的研究。西方教育研究者将其视为考察弱势群体教育问题的重要研究方法。在我国学校民族志仅局限于考察少数民族教育问题,极大地忽视了其他边缘群体的教育诉求。此研究从方法论层面探讨了学校民族志的本质、重要议题、理论建构功能,并针对西方理论本土化提出了建议。  相似文献