Thinking, teaching and learning like an ethnographer: Possibilities for emancipatory teacher inquiry

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dc.contributor.authorMorton, M.
dc.date.accessioned2011-06-28T21:36:55Z
dc.date.available2011-06-28T21:36:55Z
dc.date.issued2011en
dc.description.abstractI want to suggest that ‘thinking like an ethnographer’ in our classrooms opens us to new ways of seeing our students and to understanding teaching and learning. I offer some suggestions/imaginings about what this might mean in my own and others’ classrooms. I will also draw on a two-year research project looking at narrative assessment to show how teaching participant observation can broaden teachers’ understandings of classrooms as sites where identities are negotiated and re-negotiated through everyday classroom practices.en
dc.identifier.citationMorton, M. (2011) Thinking, teaching and learning like an ethnographer: Possibilities for emancipatory teacher inquiry. University of Illinois at Urbana-Champaign: 7th International Congress of Qualitative Inquiry, 19-21 May 2011.en
dc.identifier.urihttp://hdl.handle.net/10092/5246
dc.language.isoen
dc.publisherUniversity of Canterbury. School of Educational Studies and Human Developmenten
dc.rights.urihttps://hdl.handle.net/10092/17651en
dc.subject.anzsrcField of Research::13 - Education::1303 - Specialist Studies in Education::130309 - Learning Sciencesen
dc.subject.anzsrcFields of Research::39 - Education::3901 - Curriculum and pedagogy::390102 - Curriculum and pedagogy theory and developmenten
dc.titleThinking, teaching and learning like an ethnographer: Possibilities for emancipatory teacher inquiryen
dc.typeConference Contributions - Other
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