Constructing Critical Autoethnographic Self-Studies with White Educators

Autor/inn/en	Pennington, Julie L.; Brock, Cynthia H.
Titel	Constructing Critical Autoethnographic Self-Studies with White Educators
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 25 (2012) 3, S.225-250 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
DOI	10.1080/09518398.2010.529843
Schlagwörter	Racial Identification; Campuses; Whites; Ethnography; Elementary School Teachers; English (Second Language); Second Language Learning; Cultural Differences; Teaching Experience; Criticism; Teaching Methods; Teacher Attitudes; Self Concept + Suchen Sie Ihr Suchwort? White; Weißer; Ethnografie; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Kultureller Unterschied; Kritik; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Selbstkonzept
Abstract	Autoethnography was used as a tool for white in-service elementary teachers to examine their racial identity from a Critical White Studies (CWS) perspective. Two white in-service teachers participated in two yearlong university courses focused on teaching linguistically and culturally diverse students. Each teacher collected their own data at their school site and used autoethnographic methods to critically analyze their own teaching experiences and personal reflections. Results from the study illustrate the ways in which autoethnographic study can be used as an instrument for white teachers to frame their own critique of their white racial identity, as it relates to their classroom instruction. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10