This book presents results of educational ethnographies carried out in non-hegemonic academies in the South. The chapters bring out methodological and theoretical contributions and offer the possibility to discuss tensions between universalizable and local ways of knowing and the emergence of alternative schools of ethnographic thinking.
This book presents results of educational ethnographies carried out in non-hegemonic academies in the South. The chapters bring out methodological and theoretical contributions and offer the possibility to discuss tensions between universalizable and local ways of knowing and the emergence of alternative schools of ethnographic thinking.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Diana Milstein is Researcher in the Center of Social Research of National Council of Scientific and Technical Research at Institute of Economic and Social Development (CIS- CONICET- IDES), Argentina. She is an ethnographer with research interests in education and social construction of bodies, childhood, politics, and daily life in schools and ethnography with children. She sits on the Ethnography and Education journal's Regional Editorial Board, and she coordinates the International Network of Ethnography with Children (RIENN). Regina Coeli Machado e Silva has a PhD in social anthropology, is a professor at Unioeste (State University of Western Paraná, Brazil), and a researcher at the National Council for Scientific and Technological Development (CNPq). She has published numerous articles and editions of books linking anthropology to literature, education, and state borders. She is currently conducting ethnographies in school contexts. Sofía Marques Da Silva is Associate Professor at the Faculty of Psychology and Educational Sciences of the University of Porto, Portugal, and full member of the Centre for Research and Intervention in Education at the same university. She has been involved in doing research on youth cultures, rural and border regions, resilient schools and communities, and the sense of belonging. She has been publishing at national and international level. She was the editor- in- chief of the journal Ethnography & Education (Taylor & Francis/Routledge) (2018- 2022) and belongs to the editorial board of the British Journal of Sociology of Education.
Inhaltsangabe
Introduction - Ethnography and education in the South: the emergence of alternative schools of thinking 1. Is there room for interculturality? Indigenous youth in Peruvian private universities and the scholarship programme Beca 18 2. Perspectives and discourses on teaching evaluations in a South African university. 3. Playing the 'pibe chorro' game: masculine skills and legitimate peripheral participation in street culture 4. Educational ethnographies on memory and territory with children in rural contexts in Colombia. 5. 'And here is a caterpillar kindergarten': Latin American children transforming school practices at home during the pandemic 6. Nomadic knowledge in emerging pedagogical contexts: ethnographic experience in two secondary schools in Málaga, Spain
Introduction - Ethnography and education in the South: the emergence of alternative schools of thinking 1. Is there room for interculturality? Indigenous youth in Peruvian private universities and the scholarship programme Beca 18 2. Perspectives and discourses on teaching evaluations in a South African university. 3. Playing the 'pibe chorro' game: masculine skills and legitimate peripheral participation in street culture 4. Educational ethnographies on memory and territory with children in rural contexts in Colombia. 5. 'And here is a caterpillar kindergarten': Latin American children transforming school practices at home during the pandemic 6. Nomadic knowledge in emerging pedagogical contexts: ethnographic experience in two secondary schools in Málaga, Spain
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