探索民族志研究者在弱势学校数字化教学实践中的作用

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH

Ethnography and Education Pub Date : 2023-07-03 DOI:10.1080/17457823.2023.2240463

M. Vigo-Arrazola

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引用次数: 0

摘要

摘要三十多年来，数字设备和媒体的使用对学校的教育和教学实践产生了越来越大的影响。尽管人种学研究已经记录了其中的一些影响，但它通常是从无党派参与者观察者和事件记录者的中立角度来记录的。本文更具体的目标涉及民族志学家参与研究，以改变数字媒体和设备在弱势学校的使用方式，以及研究人员和教师之间的互动如何影响这些学校教师所研究的实践和观点。通过使用2008年至2021年间在西班牙农村和城市地区弱势学校进行的民族志研究的例子，以及在教学实践中使用数字媒体的情况，本文展示了研究人员在教育民族志研究中的作用如何为民族志研究的变革价值提供见解。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Exploring the influence of the ethnographic researcher’s role in digital teaching practices in disadvantaged schools

ABSTRACT For over three decades now, the use of digital devices and media has had a growing impact on educational and teaching practices in schools. Though ethnographic research has documented some of these effects, it has often done so from the neutral perspective of a non-partisan participant-observer and recorder-reporter of the events that unfold. The more specific objective of this paper relates to ethnographers’ involvement in research to transform how digital media and devices are used in disadvantaged schools and how interaction between researchers and teachers can influence the practices studied and the perspectives held by the teachers at these schools. By using examples of ethnographic research in disadvantaged schools in rural and urban localities on the use of digital media in teaching practices in Spain, between 2008 and 2021, this article shows how the researcher’ role in educational ethnographic research could provide insights into the transformative value of ethnographic research.

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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.