Аннотация
Although in theory ethnography has been put forward as a powerful naturalistic methodology, in practice it has rarely been used by educational researchers because of differences in assumptions, goals, and primary research questions. From my perspective as an educational anthropologist, I describe the research tradition of ethnography--its underlying assumptions, its heritage in holistic cultural anthropology, its goals and research questions, and the organization of its research methods. Throughout, I compare elements of this ethnographic tradition with more common educational research practices. In the final section, I discuss the advantages of improved communication for future research in both mathematics education and educational anthropology.
Пользователи данного ресурса
Пожалуйста,
войдите в систему, чтобы принять участие в дискуссии (добавить собственные рецензию, или комментарий)