Literaturnachweis - Detailanzeige
Autor/in | Jaffe-Walter, Reva |
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Titel | Into the Breakdown: Embracing Ethnographic Confusion in Challenging Nationalist Policy "Truths" |
Quelle | In: International Journal of Qualitative Studies in Education (QSE), 33 (2020) 2, S.166-173 (8 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0951-8398 |
DOI | 10.1080/09518398.2019.1681547 |
Schlagwörter | Ethnography; Public Schools; Teacher Education Programs; Teacher Attitudes; Foreign Countries; Racial Bias; Social Bias; Immigrants; Immigration; Public Policy; Nationalism; Educational Research; Teacher Educators; Presidents; Cultural Differences; Acculturation; Methods Courses; English Language Learners; Cross Cultural Studies; Muslims; Elementary School Students; Teacher Student Relationship; Denmark; United States Ethnografie; Public school; Öffentliche Schule; Lehrerverhalten; Ausland; Racial discrimination; Rassismus; Immigrant; Immigrantin; Immigranten; Öffentliche Ordnung; Nationalismus; Bildungsforschung; Pädagogische Forschung; Teacher education; Education; Lehrerausbildung; Lehrerbildung; President; Präsident; Kultureller Unterschied; Akkulturation; Methodisch-didaktische Anleitung; Cultural comparison; Kulturvergleich; Muslim; Muslimin; Teacher student relationships; Lehrer-Schüler-Beziehung; Dänemark; USA |
Abstract | The policies and discourses of the Trump administration reflect such extreme examples of inhumane policies and racializing logic that they are easy to identify and call out. In this essay, I focus instead on the less obvious and more everyday processes of racialization and anti-immigrant sentiment that are taken up by various actors in schools. I consider how tropes and stories generated by nationalist policies and discourses around the world seep into teachers' commonsense understandings about who immigrant students are and what they require to be successful. In doing so, I draw on Michael Agar's (1986) notion of the ethnographic "breakdown" to explore individual breakdown moments in my own research in a Danish public school and teaching in a US school of teacher education as a useful mechanism for discerning how policies and discourses shape everyday exclusions in schools. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |