An Ethnographic Action Research Project: National Curriculum, Historical Learning and a Culturally Diverse Melbourne Primary School

Autor/in	Deery, Claire
Titel	An Ethnographic Action Research Project: National Curriculum, Historical Learning and a Culturally Diverse Melbourne Primary School
Quelle	In: Ethnography and Education, 14 (2019) 3, S.311-327 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Deery, Claire)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1745 -7823
DOI	10.1080/17457823.2019.1582349
Schlagwörter	History Instruction; Elementary School Students; Action Research; Cultural Awareness; Units of Study; Foreign Countries; Ethnography; Student Diversity; Immigration; Inquiry; Cultural Pluralism; Oral History; Teaching Methods; Instructional Effectiveness; National Curriculum; Interviews; Student Attitudes; Immigrants; Australia + Suchen Sie Ihr Suchwort? History lessons; Geschichtsunterricht; Projektforschung; Cultural identity; Kulturelle Identität; Lerneinheit; Ausland; Ethnografie; Kulturpluralismus; Oral tradition; Mündliche Überlieferung; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Interviewing; Interviewtechnik; Schülerverhalten; Immigrant; Immigrantin; Immigranten; Australien
Abstract	This paper uses ethnographic action research to explore how the objectives of the Australian Curriculum Intercultural Understanding can be achieved in a culturally diverse Year 5/6 (ages 10-12) primary school class in Melbourne. It examines whether a history unit on migration, that uses a structured historical inquiry approach, encourages culturally diverse students to develop a more critical and reflexive understanding of multiculturalism. Using Banks' multicultural framework and Bath's approach to ethnographic action research, I argue that the oral history component of a Year 5/6 history unit supported students to develop their Intercultural Understanding. I suggest that ethnographic action research is an effective approach for investigating the implementation of new teaching initiatives. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01