Three Advantages of Cross-National Comparative Ethnography--Methodological Reflections from a Study of Migrants and Minority Ethnic Youth in English and Spanish Schools

Autor/in	Jørgensen, Clara Rübner
Titel	Three Advantages of Cross-National Comparative Ethnography--Methodological Reflections from a Study of Migrants and Minority Ethnic Youth in English and Spanish Schools
Quelle	In: Ethnography and Education, 10 (2015) 1, S.1-16 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1745 -7823
DOI	10.1080/17457823.2014.922891
Schlagwörter	Comparative Education; Ethnography; Cross Cultural Studies; Immigrants; Minority Group Students; Educational Experience; Foreign Countries; Student Attitudes; Educational Attitudes; Researchers; Ethnicity; Secondary School Students; Participant Observation; Semi Structured Interviews; Spain (Madrid); United Kingdom (Birmingham) + Suchen Sie Ihr Suchwort? Vergleichende Erziehungswissenschaft; Ethnografie; Cultural comparison; Kulturvergleich; Immigrant; Immigrantin; Immigranten; Bildungserfahrung; Ausland; Schülerverhalten; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Researcher; Forscher; Ethnizität; Sekundarschüler; Teilnehmende Beobachtung
Abstract	This paper discusses the strengths of using ethnographic research methods in cross-national comparative research. It focuses particularly on the potential of applying such methods to the study of migrants and minority ethnic youth in education, where large-scale quantitative studies or single-sited ethnographies are currently dominant. By linking findings and methodological reflections from a research study into the schooling experiences and life projects of migrants and minority ethnic youth in England and Spain, the paper shows how cross-national comparative ethnographies enable researchers to (1) contextualise and compare topics identified by research participants in the course of the fieldwork, (2) analyse topics, which only appear in one research setting and (3) explore and challenge how concepts and categories are employed by research participants in different settings. This, it is argued, makes such research methods particularly well placed to identify issues, which young people themselves find important to their schooling, and explore how these interlink with local practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10