Critical Ethnography and Education

✍ Scribed by Geoffrey Walford (ed.), Phil Francis Carspecken (ed.)

• Publisher: Emerald Group
• Year: 2001
• Tongue: English
• Leaves: 272
• Series: Studies in Educational Ethnography 5
• Edition: 1st
• Category: Library

✦ Synopsis

Volume five of this expanding series of books draws together a collection of papers based on a particular form of critical ethnography developed by Phil Francis Carspecken and his colleagues at the University of Houston. Each chapter is based on a unique field project conducted in the Houston area which was planned and conducted by its particular author, but each chapter shares and exemplifies a common methodological theory. The Houston version of critical ethnography attempts to deal with some challenges from certain feminist and postmodern writers about the validity of qualitative research, and the authors argue that clear methods and standards exist for conducting qualitative studies such that well supported findings may be distinguished from highly questionable ones. Following an initial chapter by Carspecken which outlines the theory and methodology adopted, are seven case studies which cover such topics as multicultural literature, the supervision of teachers in training, school restructuring, charter schools, and race and standardized testing.

✦ Table of Contents

Preface......Page 8
Critical ethnographies from Houston: distinctive features and directions......Page 10
Between the lines: constructing parallel levels of meaning and identity in discussions about multicultural literature......Page 36
The class clown and negotiated epistemology in a classroom......Page 70
Instructional supervision: collaborative power, super power or visionary power?......Page 98
A critical ethnography of the professional community in a restructured school: recognizing diverse views......Page 128
Reforming educational practice against the boundaries of (re)iteration: a critical ethnography of the hidden curriculum of a constructivist charter school......Page 162
Testing white culture: African American students and standardized testing......Page 208
Negotiating meaning and power: Middle school students interpret literature and selves through discussion and recall......Page 232
Notes on Contributors......Page 270