The Teaching Writing series publishes user-friendly writing guides penned by authors with publishing records in their subject matter. While ethnographers inevitably write up their findings from the field, many ethnography textbooks focus more on the 'ethno' portion of our craft, and less on developing our 'graph'skills. Gullion fills that gap, helping ethnographers write compelling, authentic stories about their fieldwork. From putting the first few words on the page, to developing a plot line, to publishing, Writing Ethnography offers guidance for all stages of the writing process. Writing…mehr
The Teaching Writing series publishes user-friendly writing guides penned by authors with publishing records in their subject matter. While ethnographers inevitably write up their findings from the field, many ethnography textbooks focus more on the 'ethno' portion of our craft, and less on developing our 'graph'skills. Gullion fills that gap, helping ethnographers write compelling, authentic stories about their fieldwork. From putting the first few words on the page, to developing a plot line, to publishing, Writing Ethnography offers guidance for all stages of the writing process. Writing prompts throughout the book encourage the development of manuscripts from start to finish. Appropriate for both new and emerging scholars, Writing Ethnography is a useful text for qualitative methods, research methods courses across disciplines.
Jessica Smartt Gullion, PhD, is Assistant Professor of Sociology and Affiliate Faculty of Women's Studies at Texas Woman's University. She has published more than thirty peer-reviewed journal articles and book chapters, in journals such as Qualitative Inquiry, the International Review of Qualitative Research, and the Journal of Applied Social Science. She has also written two additional books, Fracking the Neighborhood: Reluctant Activists and Natural Gas Drilling with the MIT Press and October Birds: A Novel about Pandemic Influenza, Infection Control, and First Responders, which is part of the award-winning Social Fictions Series with Sense Publishers.
Inhaltsangabe
Preface and Acknowledgements.- Studying Science Teacher Identity: An Introduction.- Practice-Linked Identity Development in Science Teacher Education: GET REAL! Science as a Figured World.- Positional Identity as a Framework to Studying Science Teacher Identity: Looking at the Experiences of Teachers of Color.- Identity and Discourse: Gee's Discourse Analysis as a Way of Approaching the Constitution of Primary Science Teacher Identities.- On the Nature of Professional Identity for Nature of Science: Characteristics of Teachers Who View Themselves as Teachers of Nature of Science, and Their Classroom Practice.- Teaching for Social Justice in Science Education: Helping a New Teacher Develop a Social Justice Identity.- Curricular Role Identity: What Kind of Science Teacher Will I Be? Teachers' Curricular Role Identity for Elementary Science.- Telling Stories: Intersections of Life Histories and Science Teaching Identities.- Elementary School Teachers Constructing Teacher-of-Science Identities: Two Communities of Practice Coming Together.- Supporting Teachers in (Re)Constructing Identities as Leaders: The Role of Professional Development.- Making Sense of the Interplay of Identity, Agency, and Context in the Development of Beginning Science Teachers in High-Poverty Schools.- Identity Development of Mothers as Afterschool Science Teachers.- Practices and Emerging Identities of Beginning Science Teachers in Online and Offline Communities of Practice: A Longitudinal Mixed Methods Study.- Becoming and Belonging: From Identity to Experience as Developmental Category in Science Teaching and Teacher Education.- Implications of Framing Teacher Development as Identity Construction for Science Teacher Education Research and Practice.
Preface and Acknowledgements.- Studying Science Teacher Identity: An Introduction.- Practice-Linked Identity Development in Science Teacher Education: GET REAL! Science as a Figured World.- Positional Identity as a Framework to Studying Science Teacher Identity: Looking at the Experiences of Teachers of Color.- Identity and Discourse: Gee's Discourse Analysis as a Way of Approaching the Constitution of Primary Science Teacher Identities.- On the Nature of Professional Identity for Nature of Science: Characteristics of Teachers Who View Themselves as Teachers of Nature of Science, and Their Classroom Practice.- Teaching for Social Justice in Science Education: Helping a New Teacher Develop a Social Justice Identity.- Curricular Role Identity: What Kind of Science Teacher Will I Be? Teachers' Curricular Role Identity for Elementary Science.- Telling Stories: Intersections of Life Histories and Science Teaching Identities.- Elementary School Teachers Constructing Teacher-of-Science Identities: Two Communities of Practice Coming Together.- Supporting Teachers in (Re)Constructing Identities as Leaders: The Role of Professional Development.- Making Sense of the Interplay of Identity, Agency, and Context in the Development of Beginning Science Teachers in High-Poverty Schools.- Identity Development of Mothers as Afterschool Science Teachers.- Practices and Emerging Identities of Beginning Science Teachers in Online and Offline Communities of Practice: A Longitudinal Mixed Methods Study.- Becoming and Belonging: From Identity to Experience as Developmental Category in Science Teaching and Teacher Education.- Implications of Framing Teacher Development as Identity Construction for Science Teacher Education Research and Practice.
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