Suche

Wo soll gesucht werden?
Erweiterte Literatursuche

Ariadne Pfad:

Inhalt

Literaturnachweis - Detailanzeige

 
Autor/inn/enNaveed, Arif; Sakata, Nozomi; Kefallinou, Anthoula; Young, Sara; Anand, Kusha
TitelUnderstanding, Embracing and Reflecting upon the Messiness of Doctoral Fieldwork
QuelleIn: Compare: A Journal of Comparative and International Education, 47 (2017) 5, S.773-792 (20 Seiten)Infoseite zur Zeitschrift
PDF als Volltext Verfügbarkeit 
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0305-7925
DOI10.1080/03057925.2017.1344031
SchlagwörterDoctoral Programs; Student Research; Case Studies; Ethics; Social Bias; Racial Bias; Graduate Students; Reflection; Professional Identity; Power Structure; Qualitative Research; Disabilities; Secondary Schools; Inclusion; Documentation; Observation; Interviews; Foreign Countries; Interpersonal Communication; Student Attitudes; Critical Incidents Method; Elementary Schools; Student Centered Learning; Focus Groups; Questionnaires; Doctoral Dissertations; Bilingualism; Adolescents; Immigrants; Interpersonal Relationship; Greece; United Kingdom; Tanzania; Poland; Pakistan; India
AbstractThis Forum issue discusses the centrality of the fieldwork in doctoral research. The inevitability of researchers' influence and of their values apparent during and after their fieldwork calls for a high degree of reflexivity. Since the standard methodology textbooks do not sufficiently guide on addressing such challenges, doctoral researchers go through stressful phases, at times revising various decisions they made before starting fieldwork. By drawing upon four case studies from varied contexts, this forum highlights some of these challenges including: going beyond signing the consent form and building rapport to elicit student voices; the ethical implications of White privilege of researchers turning consent into an obligatory contract with participants; unanticipated delays in the fieldwork opening up new possibilities; and tensions resulting from negotiating between insider and outsider identities while researching in two hostile contexts. (As Provided).
AnmerkungenTaylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2020/1/01
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
 

Standortunabhängige Dienste
Bibliotheken, die die Zeitschrift "Compare: A Journal of Comparative and International Education" besitzen:
Link zur Zeitschriftendatenbank (ZDB)

Artikellieferdienst der deutschen Bibliotheken (subito):
Übernahme der Daten in das subito-Bestellformular

Tipps zum Auffinden elektronischer Volltexte im Video-Tutorial

Trefferlisten Einstellungen

Permalink als QR-Code

Permalink als QR-Code

Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)

Teile diese Seite: