Autoethnography, a Chicana's Methodological Research Tool: The Role of Storytelling for Those Who Have No Choice but to Do Critical Race Theory

Autor/in	Chavez, Minerva S.
Titel	Autoethnography, a Chicana's Methodological Research Tool: The Role of Storytelling for Those Who Have No Choice but to Do Critical Race Theory
Quelle	In: Equity & Excellence in Education, 45 (2012) 2, S.334-348 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-5684
DOI	10.1080/10665684.2012.669196
Schlagwörter	Urban Schools; Race; Equal Education; Educational Research; Mexican Americans; Females; Research Methodology; Ethnography; Ideology; Educational Experience; Disadvantaged; Critical Theory; Social Class; Social Structure; Personal Narratives; Working Class; Minority Group Students; Role; Higher Education; Selective Admission; College Preparation; Elementary Secondary Education; California + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Rasse; Abstammung; Bildungsforschung; Pädagogische Forschung; Hispanoamerikaner; Weibliches Geschlecht; Research method; Forschungsmethode; Ethnografie; Ideologie; Bildungserfahrung; Kritische Theorie; Social classes; Soziale Klasse; Sozialstruktur; Erlebniserzählung; Arbeiterklasse; Rollen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungsselektion; Kalifornien
Abstract	This article investigates the role of autoethnographic research as the methodological tool of choice for a Chicana who positions herself along the liminal perspective. I posit that "testimonios", autobiographical educational experiences, must be used as valid ethnographic research to contribute to existing knowledge around issues of educational equity. Producing autoethnographic research acknowledges and validates my Chicana presence as well as draws attention to my marginal position inside dominant structures of education. Autoethnography and critical race theory are the manners in which I think about the world and the ways I have chosen to engage in educational research. My work is derived from personal experience in Los Angeles urban schools and later in elite institutions of higher education. These distinct locations present a unique opportunity to problematize the internalized forms of class and racial structures that permeate educational institutions. Grounded in my own educational biography, "testimonios" frame my research perspective to interrogate the role that educational institutions play in the creation of particular ideologies in working-class students of color. (Contains 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10