Representation as Politics: Asserting a Feminist Ethic in Ethnographic Research

Autor/inn/en	Leaney, Sarah; Webb, Rebecca
Titel	Representation as Politics: Asserting a Feminist Ethic in Ethnographic Research
Quelle	In: Ethnography and Education, 16 (2021) 1, S.44-59 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Leaney, Sarah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1745 -7823
DOI	10.1080/17457823.2020.1722952
Schlagwörter	Feminism; Ethics; Ethnography; Educational Practices; Research Problems; Political Influences; Educational Philosophy; Researchers; Research Projects; Foreign Countries; Childrens Rights; Elementary School Students; After School Programs; Teacher Attitudes; Role; Power Structure; Interpersonal Relationship; Preschool Children; Cultural Background; Informal Education; United Kingdom (England) + Suchen Sie Ihr Suchwort? Feminismus; Ethik; Ethnografie; Bildungspraxis; Forschungskritik; Political influence; Politischer Einfluss; Bildungsphilosophie; Erziehungsphilosophie; Researcher; Forscher; Forschungsvorhaben; Ausland; 'Children''s rights'; Kindesrecht; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Lehrerverhalten; Rollen; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Informelle Bildung; Nichtformale Bildung
Abstract	As ethnographers we are familiar with methodological debates problematising ethnography's inherited and inherent connections to ideas of authenticity commonly mobilised to legitimate modes of representation. In this paper, we engage with the post-structural philosophies of Jacques Rancière and Judith Butler, to argue that methodological tools of representation are always 'political' and as such shape the limitations of what can be known. In order to trace the overlapping methodological foundations which inform our ethnographic representations, we introduce three paradigmatic constructions of ethnography. By paying attention to the ways in which our ethnographic representations mark the perceptibility of educational practices and purposes, we assert a feminist ethic through the representation of the 'livable life' as a productive methodological provocation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01