Lessons from a Postcritical Ethnography, Burundian Children with Refugee Status, and Their Teachers

Autor/in	Anders, Allison
Titel	Lessons from a Postcritical Ethnography, Burundian Children with Refugee Status, and Their Teachers
Quelle	In: Theory Into Practice, 51 (2012) 2, S.99-106 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-5841
DOI	10.1080/00405841.2012.662850
Schlagwörter	Foreign Countries; Ethnography; Refugees; Teacher Education; Access to Education; Teacher Student Relationship; Discipline Policy; Educational Environment; Critical Theory; Personal Narratives; Elementary School Students; Elementary School Teachers; English (Second Language); School Culture; Cultural Differences; Classroom Techniques; Education Courses; College School Cooperation; Tutoring; Educational Research; Classroom Environment; Qualitative Research; School Community Relationship; Racial Attitudes; Cultural Pluralism; Parent School Relationship; Tanzania + Suchen Sie Ihr Suchwort? Ausland; Ethnografie; Flüchtling; Lehrerausbildung; Lehrerbildung; Education; Access; Bildung; Zugang; Bildungszugang; Teacher student relationships; Lehrer-Schüler-Beziehung; Disziplinarmaßnahme; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Kritische Theorie; Erlebniserzählung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; English as second language; English; Second Language; Englisch als Zweitsprache; Schulkultur; Schulleben; Kultureller Unterschied; Klassenführung; Fortbildungskurs; Förderkonzept; Nachhilfeunterricht; Bildungsforschung; Pädagogische Forschung; Klassenklima; Unterrichtsklima; Qualitative Forschung; Rassenfrage; Kulturpluralismus; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Tansania
Abstract	This article represents one orientation to postcritical ethnography. Framing research with Burundian children and their teachers in a small city in Appalachia, the author shares the ways postcritical ethnography informed the process and representations of her work. After introducing postcritical ethnography and early beginnings to the research, the author reviews some of the issues children with refugee status endure in U.S. public schools. Using commitments from postcritical ethnography, the author explores the relationships between these children and their teachers, and their teachers and the county in which they teach. Addressing issues of access to resources and professional development, the author situates an account of school discipline at the intersections of refugee status, teacher education, and postcritical ethnography. Throughout, the author narrates the process as an ethnographer and the navigation of the commitments of postcritical ethnography. (Contains 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10