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Autor/inMatthiesen, Noomi
TitelA Question of Access: Metaphors of the Field
QuelleIn: Ethnography and Education, 15 (2020) 1, S.1-16 (16 Seiten)Infoseite zur Zeitschrift
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ZusatzinformationORCID (Matthiesen, Noomi)
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1745 -7823
DOI10.1080/17457823.2018.1493696
SchlagwörterAccess to Education; Ethnography; Family School Relationship; Mothers; Immigrants; Public Schools; African Culture; Figurative Language; Foreign Countries; Parent Participation; Parent Teacher Cooperation; Power Structure; Cultural Differences; Teacher Attitudes; Researchers; Denmark; Somalia
AbstractThis article takes a closer look at the issue of access by describing the author's process of access during an ethnographic study on the home--school collaboration between Somali diaspora mothers and teachers in Danish public schools. The article is structured around metaphors of the field and unfolds as a progressive narrative of these metaphors; field as landscape, field as labyrinth, field as marketplace and field as coming to be. It is argued that the field is not a place one can get into but rather a social world comprised of people living their lives entangled with one another. The process of negotiations of access is considered as much a part of developing an understanding of the social world as more formalised research practices such as participant observations and interviewing. Furthermore, our understanding is created through concrete participation as well as our exclusion from participation. (As Provided).
AnmerkungenRoutledge. 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 vonERIC (Education Resources Information Center), Washington, DC
Update2020/1/01
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