Critical Ethnography in Schools: Reflections on Power, Positionality, and Privilege

Autor/in	Powell, Darren
Titel	Critical Ethnography in Schools: Reflections on Power, Positionality, and Privilege
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 35 (2022) 1, S.18-31 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Powell, Darren)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
DOI	10.1080/09518398.2021.1888160
Schlagwörter	Critical Theory; Ethnography; Health Education; Life Style; Elementary Education; Foreign Countries; Elementary School Students; Power Structure; Advantaged; Research Methodology; Trust (Psychology); New Zealand + Suchen Sie Ihr Suchwort? Kritische Theorie; Ethnografie; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Lebensstil; Elementarunterricht; Ausland; Research method; Forschungsmethode; Neuseeland
Abstract	This paper is a critical reflection of a critical ethnography, a study focused on how 'healthy lifestyle education' programmes were implemented and experienced in two primary schools. In an attempt to disrupt the "status quo" I employed a range of ethnographic methods: 'hanging out' with children and adults; building trusting relationships; having research conversations with participants; observing children and adults; and, journaling. However, the messy assemblage of diverse organisations, people, relations of power, discourses, truths, and practices, resulted in the emergence of ethical and methodological conundrums, including how to represent children's voices, whether (or not) to 'intervene' during problematic pedagogical moments, and how to 'act' as a critical ethnographic researcher in schools. Applying a critical lens to my own methodology helped to ensure that I embarked on a continuous, reflexive process; one that enabled a critique of research methods and a negotiation of issues of power, positionality, and privilege. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01