Ethnography and Education Policy Across the Americas

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Bradley A. Levinson
Greenwood Publishing Group, 2002 - Education - 209 pages
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Third in the series Sociocultural Studies of Educational Policy Formation and Appropriation, this volume brings together scholars from North America, South America, and Europe to examine the relationship between ethnographic research and educational policy. The product of papers and discussions originally taking place at the Interamerican Symposium on Ethnographic Educational Research, the book presents both original empirical research reports and theoretical-methodological proposals for using ethnography to study and influence educational policy. After an introduction and opening chapter that highlight the different ways of conceptualizing education, education policy, and diversity across American borders, five full chapters address the relationship between ethnography and educational policy through sustained empirical attention to specific research sites and projects.

The next section of the book presents shorter position statements that relate specific research or policymaking experiences and reflect on the ways that ethnography can be involved in a project of formulating or revising policy. In this section, edited transcriptions of workshop discussions give the reader a vibrant sense of the challenging issues facing educational ethnographers attempting to address policy. The book closes with a commentary by a veteran educational ethnographer. Of interest to educators, researchers, and policymakers across the Americas, this volume contributes to an ongoing dialogue about how ethnographic research can intersect advantageously with the policymaking enterprise.


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Constructing Diversity and Civility in the United States and Latin America Implications for Ethnographic Educational Research Elsie Rockwell
Research Projects and Interpretation
When Policy Moves Fast How Long Can Ethnography Take? Geoffrey Walford
Contradictory Logics in the Social Construction of Teaching in Argentina An Ethnography of the Notebook of Professional Performance Graciela Ba...
Spatiotemporal Fluidity and Culturally Relevant Pedagogy in the Latino Diaspora Stanton Wortham and Margaret Contreras
The Role of Institutional Education Projects in the Reconstruction of the School Labyrinth Rafael Ávila Peagos and Marina Camargo Abello
Alternative Educational Projects Technical Developments and Political Debate in the Everyday Workings of Nongraded Schools in Argentina Ana Pa...
Position Statements and Discussions
Education Policy and Ethnography Problems Prospects and New Directions Patricia Medina Melgarejo
PerspectiveTaking in the Practice Research Gap Using Ethnography to Help Schools See Themselves Peter Demerath
Workshop Discussion Ethnography and PolicyThe State of the Art Participants in the Eighth Interamerican Symposium
A Teacher in Transition Coming to Terms with Prior Beliefs BarbaraGreybeck
Teaching the Ethnographic Vision as a Way into Policy? A Brazilian Perspective on Ethnography as a Social Control Practice habela Cabral Félix de ...
A Commentary Frederick Erickson
About the Contributors

The Role of Ethnographic Research in Education Policy A Trail to Blaze Etelvina Sandoval Flores

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About the author (2002)

BRADLEY A.U. LEVINSON is Associate Professor of Education and Adjunct Professor of Anthropology at Indiana University.

SANDRA L. CADE is Assistant Professor of Education, Olivet College, Michigan.

ANA PADAWER is an instructor and researcher with the Program of Anthropology and Education, School of Philosophy and Letters, University of Buenos Aires. She is also as a researcher in the Ministry of Education of the city of Buenos Aires.

ANA PATRICIA ELVIR is a doctoral candidate at Harvard University Graduate School of Education.