Negotiating Researcher Roles in Ethnographic Program Evaluation

Autor/inn/en	Harklau, Linda; Norwood, Rachel
Titel	Negotiating Researcher Roles in Ethnographic Program Evaluation
Quelle	In: Anthropology & Education Quarterly, 36 (2005) 3, S.278-288 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-7761
DOI	10.1525/aeq.2005.36.3.278
Schlagwörter	Stellungnahme; Ethnography; Postmodernism; School Readiness; Higher Education; African American Students; Asian American Students; White Students; Program Evaluation; Educational Researchers; Educational Anthropology; Summer Programs + Suchen Sie Ihr Suchwort? Ethnografie; Postmoderne; Readiness for school; School ability; Schulreife; Hochschulbildung; Hochschulsystem; Hochschulwesen; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Asian immigrant; United States; Asiatischer Einwanderer; USA; Programme evaluation; Programmevaluation; Erziehungswissenschaftler; Erziehungswissenschaftlerin; Pädagogische Anthropologie; Sommerkurs
Abstract	We argue for the value of postmodernism in illuminating the roles or subject positions of ethnographic program evaluators. Drawing upon data from an ethnographic study of a summer college readiness program for African American, Asian American, and Anglo youth, we explore how postmodern theories can provide insights into the multiple roles of evaluators and increase reflexivity in ethnographic program evaluation. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10