“学会劳动”与学习的劳动:一个研究方法问题

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH

Ethnography and Education Pub Date : 2023-11-07 DOI:10.1080/17457823.2023.2275115

Geoffrey Walford

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引用次数: 0

摘要

半个世纪前，乔伊向保罗·威利斯解释道:“破坏……是无聊的反义词——兴奋，违反法律”，这是随后在《学习劳动》(34)中记录的许多类似评论之一。这本书迅速成为学术界的畅销书，并从此成为学术界的“国宝”。但是，在一系列庆祝文章和书籍章节有望纪念50周年之前，这篇文章对所使用的研究方法进行了批评，并认为这本书的影响已经损害了许多当前民族志研究中所展示的研究方法的质量和严谨性。

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‘Learning to labour’ and the labour of learning: a question of research methods

It is now half a century since Joey explained to Paul Willis: ‘Vandalising […] that’s the opposite of boredom – excitement, defying the law’, one of many similar comments subsequently recorded in Learning to Labour (34). The book rapidly became an academic best-seller, and has since become an academic ‘national treasure’. But, before a round of celebratory articles and book chapters which can be expected to mark the 50th anniversary, this article gives a critique of the research methods used and argues that the influence of the book has been detrimental to the quality and rigour of the research methods demonstrated in many current ethnographic studies.

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来源期刊

Ethnography and Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.80

自引率

0.00%

发文量

期刊介绍： Ethnography and Education is an international, peer-reviewed journal publishing articles that illuminate educational practices through empirical methodologies, which prioritise the experiences and perspectives of those involved. The journal is open to a wide range of ethnographic research that emanates from the perspectives of sociology, linguistics, history, psychology and general educational studies as well as anthropology. The journal’s priority is to support ethnographic research that involves long-term engagement with those studied in order to understand their cultures, uses multiple methods of generating data, and recognises the centrality of the researcher in the research process. The journal welcomes substantive and methodological articles that seek to explicate and challenge the effects of educational policies and practices; interrogate and develop theories about educational structures, policies and experiences; highlight the agency of educational actors; and provide accounts of how the everyday practices of those engaged in education are instrumental in social reproduction.