Critical Intercultural Conversations: Using Activity Systems Analysis as a Tool for Educational Ethnography

Autor/inn/en	Siekmann, Sabine; Webster, Joan Parker
Titel	Critical Intercultural Conversations: Using Activity Systems Analysis as a Tool for Educational Ethnography
Quelle	In: Ethnography and Education, 14 (2019) 3, S.377-393 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1745 -7823
DOI	10.1080/17457823.2019.1576142
Schlagwörter	Ethnography; Intercultural Communication; Ethnicity; Cultural Influences; Cultural Pluralism; Alaska Natives; Doctoral Programs; Graduate Students; Power Structure; Social Justice; College Faculty; Teacher Student Relationship; Cultural Maintenance; Language Maintenance; Action Research; Participatory Research; Eskimo Aleut Languages; Eskimos; Distance Education; Immersion Programs; Language Teachers; Western Civilization; Educational Environment; Work Environment; Educational Experience; Student Attitudes; Meetings; Program Descriptions + Suchen Sie Ihr Suchwort? Ethnografie; Interkulturelle Kommunikation; Ethnizität; Cultural influence; Kultureinfluss; Kulturpluralismus; Inuit; Doktorandenprogramm; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Soziale Gerechtigkeit; Fakultät; Teacher student relationships; Lehrer-Schüler-Beziehung; Sprachpflege; Projektforschung; Forschungstätigkeit; Distance study; Distance learning; Fernunterricht; Immersionsprogramm; Language teacher; Sprachunterricht; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Arbeitsmilieu; Bildungserfahrung; Schülerverhalten; Meeting; Tagung
Abstract	This paper explores the tensions that exist between the recognition of the importance of ethnicity and culture for individual and group identities without essentilisation, by reframing conceptualisations of multi- and interculturalism. Drawing from our ongoing ethnography conducted with a research community of Alaska Native PhD candidates involved in participatory action research, we examine how situated and multiple positionalities enacted through participation in Engeström's concept of an 'activity system' can: (a) contribute to the 'doing' of ethnography and provide an analytic framework for ethnographic research; and, (b) contribute to understandings of multi- and intercultural education that promote the questioning of hierarchical power structures through dialogue aimed toward equity and social justice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01