"We Need Both": Combining Video-Cued Multivocal Ethnographic Methods and Traditional Fieldwork in Samoan Head Start Policy Research

Autor/inn/en	Henward, Allison Sterling; Turituri, Ronald; Tauaa, Mene
Titel	"We Need Both": Combining Video-Cued Multivocal Ethnographic Methods and Traditional Fieldwork in Samoan Head Start Policy Research
Quelle	In: Anthropology & Education Quarterly, 50 (2019) 3, S.367-373 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-7761
DOI	10.1111/aeq.12298
Schlagwörter	Preschool Teachers; Ethnography; Video Technology; Foreign Countries; Teaching Methods; Curriculum Development; Cross Cultural Studies; Preschool Curriculum; Disadvantaged Youth; Teacher Attitudes; Cues; Federal Government; Samoa; United States + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Ethnografie; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Cultural comparison; Kulturvergleich; Benachteiligter Jugendlicher; Lehrerverhalten; Stichwort; Bundesregierung; USA
Abstract	This article describes how, in our research with Head Start teachers in American Samoa, we combined video-cued multivocal ethnographic method (VCE) with traditional ethnographic approaches to understand our interlocutors' perspectives on curriculum and pedagogy, and the contrast between them and mainland US teachers using the same federally endorsed curriculum. We provide illustrative examples of how the inclusion of VCE allowed for meaningful dialogue among informants and researchers, revealing Samoan teachers' cultural sustainable approaches to curriculum. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01