The (Im)possibility of Poststructuralist Ethnography--Researching Identities in Borrowed Spaces

Autor/in	Tsolidis, Georgina
Titel	The (Im)possibility of Poststructuralist Ethnography--Researching Identities in Borrowed Spaces
Quelle	In: Ethnography and Education, 3 (2008) 3, S.271-281 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1745-7823
Schlagwörter	Research Methodology; Ethnography; School Space; Time Perspective; Facilities; After School Education; Ethnicity; Minority Groups; Foreign Countries; Subcultures; Greek; Second Language Learning; Student Attitudes; Language Attitudes; Language Maintenance; Language Role; Student Motivation; Australia + Suchen Sie Ihr Suchwort? Research method; Forschungsmethode; Ethnografie; Schulraum; Zeitbezug; After-school programs; After school programs; Out of school education; Out-of-school education; Außerschulische Jugendbildung; Ethnizität; Ethnische Minderheit; Ausland; Subculture; Subkultur; Grieche; Griechisch; Zweitsprachenerwerb; Schülerverhalten; Sprachverhalten; Sprachpflege; Schulische Motivation; Australien
Abstract	The notion of site is critical to ethnography and provides a sense of spatial stability--somewhere the researcher enters in order to research what is contained within. Using contemporary understandings of space, the author reflects on two studies to explore the (im)possibility of poststructuralist ethnography. The first study was undertaken in a "real" school utilising a multi-method approach over a long period of time. The other was conducted in community-based schools where minority language and culture are taught. Such schools operate on a part-time basis and are often referred to as "after hours" schools. These operate, as if by stealth, in borrowed spaces--schools not in use by their normal classes, during normal school times. The nature of these schools necessitated utilising different research approaches. The almost transient nature of "after hours" schools reinforce temporal-spatial instabilities as critical to understanding site as social rather than fixed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10