Becoming an Educational Ethnographer
The Challenges and Opportunities of Undertaking Research
Herausgeber: Sancho-Gil, Juana M; Hernández-Hernández, Fernando
Becoming an Educational Ethnographer
The Challenges and Opportunities of Undertaking Research
Herausgeber: Sancho-Gil, Juana M; Hernández-Hernández, Fernando
- Broschiertes Buch
- Merkliste
- Auf die Merkliste
- Bewerten Bewerten
- Teilen
- Produkt teilen
- Produkterinnerung
- Produkterinnerung
This book provides practical advice on the learning and teaching perspectives of ethnography, including what undertaking research looks like and the experiences it will bring.
Andere Kunden interessierten sich auch für
- Sara DelamontEthnographic Engagements55,99 €
- Peripheral Methodologies55,99 €
- Participatory Visual and Digital Research in Action41,99 €
- Darrell A PoseyIndigenous Knowledge and Ethics73,99 €
- Elisa J SoboCulture and Meaning in Health Services Research55,99 €
- Harry F WolcottEthnography Lessons53,99 €
- Michael AgarThe Lively Science52,99 €
-
-
-
This book provides practical advice on the learning and teaching perspectives of ethnography, including what undertaking research looks like and the experiences it will bring.
Produktdetails
- Produktdetails
- Verlag: CRC Press
- Seitenzahl: 156
- Erscheinungstermin: 29. Dezember 2020
- Englisch
- Abmessung: 229mm x 152mm x 23mm
- Gewicht: 476g
- ISBN-13: 9780367466497
- ISBN-10: 036746649X
- Artikelnr.: 60008212
- Verlag: CRC Press
- Seitenzahl: 156
- Erscheinungstermin: 29. Dezember 2020
- Englisch
- Abmessung: 229mm x 152mm x 23mm
- Gewicht: 476g
- ISBN-13: 9780367466497
- ISBN-10: 036746649X
- Artikelnr.: 60008212
Juana M. Sancho-Gil is Emeritus Professor of Educational Technologies in the Faculty of Education, University of Barcelona, Spain. Fernando Hernández-Hernández is Professor of Contemporary Visualities, Psychology of Art and Arts-based Research in the Unit of Cultural Pedagogies at the Fine Arts Faculty, University of Barcelona, Spain.
Chapter 1. Researching -and being ethnographic researcher- as a process of
becoming Part I: Becoming as moving researcher positionality Chapter 2.
Roots and Routes to Reading the World as an Ethnographer Chapter 3.
Becoming an Educational Ethnographer by Organized Representations of
Educational Realities and 'Researching Through' Chapter 4. Becoming
Educational Ethnographer through Time and Ontological Displacements Chapter
5. Becoming an Ethnographer: Living, Teaching and Learning Ethnographically
Chapter 6. The Challenges and Opportunities of Becoming an Ethnographer
Part II. Becoming as an onto-epistemological framework Chapter 7.
What-comes after Becoming. Virtualities at the End of a Doctoral Research.
Chapter 8. Chapter 8- An ethnographic research based on an ontology of
becoming Chapter 9. Openness to the Unforeseen in a Nomadic Research
Process on Teachers' Learning Experiences Part III. Becoming as a concept
that allows to re-signify the subjectivity Chapter 10. An Accidental
Institutional Ethnographer: Reflections on Paradoxes and Positionality
Chapter 11. Researchers and risk: exploring vulnerability, subjectivity,
and identity in ethnographic research through collage making Chapter 12.
Ethnographic Educational Research as Assemblages of Teachers' and
Researcher's Movements and their Learning Environments
becoming Part I: Becoming as moving researcher positionality Chapter 2.
Roots and Routes to Reading the World as an Ethnographer Chapter 3.
Becoming an Educational Ethnographer by Organized Representations of
Educational Realities and 'Researching Through' Chapter 4. Becoming
Educational Ethnographer through Time and Ontological Displacements Chapter
5. Becoming an Ethnographer: Living, Teaching and Learning Ethnographically
Chapter 6. The Challenges and Opportunities of Becoming an Ethnographer
Part II. Becoming as an onto-epistemological framework Chapter 7.
What-comes after Becoming. Virtualities at the End of a Doctoral Research.
Chapter 8. Chapter 8- An ethnographic research based on an ontology of
becoming Chapter 9. Openness to the Unforeseen in a Nomadic Research
Process on Teachers' Learning Experiences Part III. Becoming as a concept
that allows to re-signify the subjectivity Chapter 10. An Accidental
Institutional Ethnographer: Reflections on Paradoxes and Positionality
Chapter 11. Researchers and risk: exploring vulnerability, subjectivity,
and identity in ethnographic research through collage making Chapter 12.
Ethnographic Educational Research as Assemblages of Teachers' and
Researcher's Movements and their Learning Environments
Chapter 1. Researching -and being ethnographic researcher- as a process of
becoming Part I: Becoming as moving researcher positionality Chapter 2.
Roots and Routes to Reading the World as an Ethnographer Chapter 3.
Becoming an Educational Ethnographer by Organized Representations of
Educational Realities and 'Researching Through' Chapter 4. Becoming
Educational Ethnographer through Time and Ontological Displacements Chapter
5. Becoming an Ethnographer: Living, Teaching and Learning Ethnographically
Chapter 6. The Challenges and Opportunities of Becoming an Ethnographer
Part II. Becoming as an onto-epistemological framework Chapter 7.
What-comes after Becoming. Virtualities at the End of a Doctoral Research.
Chapter 8. Chapter 8- An ethnographic research based on an ontology of
becoming Chapter 9. Openness to the Unforeseen in a Nomadic Research
Process on Teachers' Learning Experiences Part III. Becoming as a concept
that allows to re-signify the subjectivity Chapter 10. An Accidental
Institutional Ethnographer: Reflections on Paradoxes and Positionality
Chapter 11. Researchers and risk: exploring vulnerability, subjectivity,
and identity in ethnographic research through collage making Chapter 12.
Ethnographic Educational Research as Assemblages of Teachers' and
Researcher's Movements and their Learning Environments
becoming Part I: Becoming as moving researcher positionality Chapter 2.
Roots and Routes to Reading the World as an Ethnographer Chapter 3.
Becoming an Educational Ethnographer by Organized Representations of
Educational Realities and 'Researching Through' Chapter 4. Becoming
Educational Ethnographer through Time and Ontological Displacements Chapter
5. Becoming an Ethnographer: Living, Teaching and Learning Ethnographically
Chapter 6. The Challenges and Opportunities of Becoming an Ethnographer
Part II. Becoming as an onto-epistemological framework Chapter 7.
What-comes after Becoming. Virtualities at the End of a Doctoral Research.
Chapter 8. Chapter 8- An ethnographic research based on an ontology of
becoming Chapter 9. Openness to the Unforeseen in a Nomadic Research
Process on Teachers' Learning Experiences Part III. Becoming as a concept
that allows to re-signify the subjectivity Chapter 10. An Accidental
Institutional Ethnographer: Reflections on Paradoxes and Positionality
Chapter 11. Researchers and risk: exploring vulnerability, subjectivity,
and identity in ethnographic research through collage making Chapter 12.
Ethnographic Educational Research as Assemblages of Teachers' and
Researcher's Movements and their Learning Environments