MultiPluriTrans in Educational Ethnography
Approaching the Multimodality, Plurality and Translocality of Educational Realities
Ethnography has established itself as a key strategy of qualitative research in education, because it is so versatile, flexible, and ambiguous. Its growing importance coincides with an increasing diversity of »discovered« educational realities. In the process, many basic assumptions have turned into genuine tasks of research. Where are the places and times of learning, education, and social work to be found? Who are the actors and addressees? How are education and learning performed and enacted?
The contributions to this volume discuss the multiple challenges that ethnographic research has to confront when exploring the multimodality, plurality, and translocality of educational realities.
Overview Chapters
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Frontmatter
Seiten 1 - 4 -
Content
Seiten 5 - 8 -
Approaching the Complexities of Educational Realities
Seiten 9 - 34 -
Where is the Field?
Ethnography "is not what it used to be"
Seiten 37 - 56 -
Experiences with Multi-Sited Ethnographies in Transnational Studies
Seiten 57 - 78 -
The 'International Preschool' as Translocal Field
Seiten 79 - 98 -
The Multiple Geographies of Early Childhood Education and Care
Seiten 99 - 118 -
Who are the Actors?
Transsituating Education
Seiten 121 - 140 -
Matters of Learning and Education
Seiten 141 - 162 -
ICT in Classrooms
Seiten 163 - 174 -
School Entry Proceedings as Organisational Practices
Seiten 175 - 194 -
The Political Economy of Prison-based Treatment and Re-entry Programming in Illinois and Chicago
Seiten 195 - 210 -
What is Education?
Designing Meaning
Seiten 213 - 234 -
Bringing Sound Back Into Space
Seiten 235 - 256 -
Language Practices and the Accomplishment of Educational Realities
Seiten 257 - 278 -
The Empiricisation of "Bildung" in Early Childhood
Seiten 279 - 296 -
Family Life as Education
Seiten 297 - 314 -
Notes on Contributors
Seiten 315 - 318
7 August 2015, 318 pages
ISBN: 978-3-8394-2772-9
File size: 6.05 MB
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