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Abstract Classroom Etnography

Classroom ethnography refers to applying ethnographic and sociolinguistic research methods to study behavior, interactions, and discourse in educational settings like classrooms. It emphasizes the social aspects of teaching and learning from the perspectives of participants. Approaches to classroom ethnography vary from naturalistic to statistical methods and from focused studies using specific methods to combining micro and macro analyses in a critical framework. The article discusses ethical dilemmas of researching with children, like power imbalances and risks versus benefits. It presents classroom ethnography as one way to minimize these issues by fully involving children as co-investigators through phases of initiating, exploring, implementing, adopting, and reflecting on an eight-month inquiry. Results showed that valid consent, low risk

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49 views1 page

Abstract Classroom Etnography

Classroom ethnography refers to applying ethnographic and sociolinguistic research methods to study behavior, interactions, and discourse in educational settings like classrooms. It emphasizes the social aspects of teaching and learning from the perspectives of participants. Approaches to classroom ethnography vary from naturalistic to statistical methods and from focused studies using specific methods to combining micro and macro analyses in a critical framework. The article discusses ethical dilemmas of researching with children, like power imbalances and risks versus benefits. It presents classroom ethnography as one way to minimize these issues by fully involving children as co-investigators through phases of initiating, exploring, implementing, adopting, and reflecting on an eight-month inquiry. Results showed that valid consent, low risk

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naila
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Abstract

Classroom ethnography refers to the application of ethnographic and sociolinguistic or discourse


analytic research methods to the study of behavior, activities, interaction, and discourse in formal and
semi-formal educational settings such as school classrooms, adult education programs, and day-care
centers. In contrast to quantitative approaches to classroom research, classroom ethnography
emphasizes the sociocultural nature of teaching and learning processes, incorporates participants
perspectives on their own behavior, and offers a holistic analysis sensitive to levels of context in which
interactions and classrooms are situated. A spectrum of approaches have developed within classroom
ethnography over the past 25 years, varying from purely naturalistic to partly statistical in method, and
from focused studies using ethnomethodological, sociolinguistic, and/or discourse analytic methods to
studies combining micro-macro analytic concerns within a critical framework.

Solving Ethical Dilemmas with Children: Empowering


Classroom Research
Parr, Michelann
McGill Journal of Education, v45 n3 p451-462 Fall 2010
This article identifies and discusses ethical dilemmas inherent when undertaking
research with children or other vulnerable populations: power relations, risks and
benefits, and informed consent and confidentiality (Maguire, 2005). Ethical
dilemmas often arise when researchers attempt to merge the interests of their
research and the interests of their child participants. Classroom ethnography is
offered as one example of how research can be conducted with children in a way
that minimizes these ethical dilemmas. A case study is described in order to
exemplify specifically how children respond when fully valued as speaking
personalities and co-investigators. Conducted over a period of eight months, the
inquiry and its participants moved through five phases that included initiating,
exploring, implementing, adopting, and reflecting. Results suggest that
legitimate consent, minimized risk, maximized benefit, and shared power
through ownership, choice, and social action are of paramount importance when
researching with children or any other vulnerable population.

http://eric.ed.gov/?q=classroom+ethnography&ft=on&ff1=dtySince_2012&pg=2

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