Comparing ethnographies of teaching when comparison seems impossible.

Autor/in	Anderson-Levitt, Kathryn M.
Titel	Comparing ethnographies of teaching when comparison seems impossible.
Quelle	In: Journal of curriculum studies, 50 (2018) 5, S. 608-623Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0272; 1366-5839
DOI	10.1080/00220272.2018.1502809
Schlagwörter	Erziehungslehre; Ethnografie; Lehrmethode; Vergleichende Analyse; Aufbau; Erzieher
Abstract	This essay examines comparison in a double sense. Focusing on ethnographies of teachers' work in the published literature, I ask whether it is possible to compare ethnographic studies across national borders without losing the particularities of local context, and also without losing the distinctive theoretical perspective of ethnographers operating within different national traditions. Building on the volume Comparing ethnographies, I explore as a tool an expansion of Noblit and Hare's 'meta-ethnographic' approach. Because meta-ethnography aims to remain faithful to local contexts, it works for cross-national comparison; because it is meant as an interpretation of the ethnographers' interpretations, it can allow for national differences in scholarly traditions. I illustrate with a comparison of ethnographies of practices in Danish and in Japanese preschools, identifying 'reciprocal' translations, 'refutational synthesis' and 'line-of-argument synthesis'. The essay demonstrates that meta-ethnography's interpretive approach does permit comparison across national contexts and scholarly traditions, and that it actually encourages 'theoretical generalisation', the ability to expand our understanding, without obscuring local context.
Erfasst von	IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik an der Universität Kiel
Update	2019/1