Toward "Good Enough Methods" for Autoethnography in a Graduate Education Course: Trying to Resist the Matrix with Another Promising Red Pill

Autor/in	Hughes, Sherick A.
Titel	Toward "Good Enough Methods" for Autoethnography in a Graduate Education Course: Trying to Resist the Matrix with Another Promising Red Pill
Quelle	In: Educational Studies: Journal of the American Educational Studies Association, 43 (2008) 2, S.125-143 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1946
Schlagwörter	Graduate Students; Graduate Study; Education Courses; Multicultural Education; Educational Research; Educational Change; Ethnography; Academic Achievement; Researchers; Teacher Education; Social Justice; Racial Bias; Racial Factors + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Fortbildungskurs; Multikulturelle Erziehung; Bildungsforschung; Pädagogische Forschung; Bildungsreform; Ethnografie; Schulleistung; Researcher; Forscher; Lehrerausbildung; Lehrerbildung; Soziale Gerechtigkeit; Racial discrimination; Rassismus
Abstract	Educational research suggests that the response biases of educators can negatively influence student performance and aptitude (Blanchett 2006; Bloom 2001; Darity et al. 2001; Gordon 2005; and Skiba et al. 2000). This article introduces "good enough methods" for autoethnography as an alternative approach to this problem. Luttrell (2000, 13) conceptualizes "good enough methods" researchers as those seeking to understand and appreciate difference and accept errors often made because of their blind spots and intense involvement. Evidence of this approach via autoethnography is provided here from cases of graduate student-practitioners and their Intergroup/Intercultural Education professor. Moreover, the article highlights (a) a connection of autoethnography to research in Education, (b) five key decisions of a "good enough methods" approach to autoethnography, and (c) how this approach can be applied to expose and address educator biases relating to "the matrix" (Hill-Collins 1990) of race, class, and gender. (Contains 1 note.) (Author).
Anmerkungen	Lawrence Erlbaum. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10