Critical Bifocality and Circuits of Privilege: Expanding Critical Ethnographic Theory and Design

Autor/inn/en	Weis, Lois; Fine, Michelle
Titel	Critical Bifocality and Circuits of Privilege: Expanding Critical Ethnographic Theory and Design
Quelle	In: Harvard Educational Review, 82 (2012) 2, S.173-201 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0017-8055
Schlagwörter	Educational Change; Global Approach; Teacher Attitudes; Ethnography; Power Structure; Public Policy; History; Advantaged; Critical Theory; Neoliberalism; Social Environment; Economic Factors; Decision Making; Researchers; Equal Education; Social Differences; School Closing; Disadvantaged; Educational Research + Suchen Sie Ihr Suchwort? Bildungsreform; Globales Denken; Lehrerverhalten; Ethnografie; Öffentliche Ordnung; Geschichte; Geschichtsdarstellung; Kritische Theorie; Neo-liberalism; Neoliberalismus; Soziales Umfeld; Ökonomischer Faktor; Decision-making; Entscheidungsfindung; Researcher; Forscher; Sozialer Unterschied; School closings; Schule; Schließung; Schließung (von Schulen); Bildungsforschung; Pädagogische Forschung
Abstract	In this article, Lois Weis and Michelle Fine introduce critical bifocality as a way to render visible the relations between groups to structures of power, to social policies, to history, and to large sociopolitical formations. In this collaboration, the authors draw upon ethnographic examples highlighting the macro-level structural dynamics related to globalization and neoliberalism. The authors focus on the ways in which broad-based economic and social contexts set the stage for day-to-day actions and decisions among privileged and nonprivileged parents and students in relation to schooling. Weis and Fine suggest that critical bifocality enables us to consider how researchers might account empirically for global, national, and local transformations as insinuated, embodied, and resisted by youth and adults trying to make sense of current educational and economic possibilities in massively shifting contexts. (Contains 5 notes.) (As Provided).
Anmerkungen	Harvard Education Publishing Group. 8 Story Street First Floor, Cambridge, MA 02138. Tel: 617-495-3432; Fax: 617-496-3584; e-mail: hepg@harvard.edu; Web site: http://www.gse.harvard.edu/hepg/her.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10