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International Handbook of Interpretation in Educational Research
8.6 Five Conversations and Three Notes on the “Soviet,” or Finding a Place for Personal History in the Study of Teacher Education Policy in Kazakhstan
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Author(s):
Olena Fimyar
Publication date
(Online):
November 26 2014
Publisher:
Springer Netherlands
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Analytic Autoethnography
Leon Anderson
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Interpretive Ethnography: Ethnographic Practices for the 21st Century
Norman Denzin
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Getting Personal: Reflexivity and Autoethnographic Vignettes
Michael Humphreys
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2015
Publication date (Online):
November 26 2014
Pages
: 1513-1532
DOI:
10.1007/978-94-017-9282-0_74
SO-VID:
17517c7b-4b70-4dba-8985-20aeac73e65f
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Book chapters
pp. 3
Varieties of Interpretation in Educational Research: How We Frame the Project
pp. 17
Interpretation, Social Science, and Educational Research
pp. 39
Ethical Problems of Interpretation in Educational Research
pp. 67
“A Demand for Philosophy”: Interpretation, Educational Research, and Transformative Practice
pp. 81
Introduction
pp. 87
1.1 Historical Narratives in Ethiopia
pp. 111
1.2 Interpreting Street Narratives of Children and Parents in Indonesia
pp. 135
1.3 A Rhetorical Approach to Classroom Narrative Study: Interpreting Narration as an Ethical Resource for Teaching in the USA
pp. 161
1.4 Dialogue in Narrative Inquiry: Collaboration in Doctoral Study in the USA
pp. 185
1.5 Narrative and the Transmission of Traditions: Informal Learning Among Italian Artisan Stone Carvers
pp. 209
1.6 Ethnography of Primary School Teaching in Tanzania
pp. 233
1.7 Life History Research and the Interpretation of Working Class Success in Higher Education in the United Kingdom
pp. 257
1.8 An Awareness of the Feminist Subject: An Example of Collective Biography Writing in Poststructuralist Discourse Practice
pp. 283
Introduction
pp. 285
2.1 Using Critical Discourse Analysis to Interpret Educational Policy on School Exclusion in England and Wales
pp. 315
2.2 Interpreting Websites in Educational Contexts: A Social-Semiotic, Multimodal Approach
pp. 347
2.3 CDA and Participatory Action Research: A New Approach to Shared Processes of Interpretation in Educational Research
pp. 371
2.4 Discourses of Intercultural Communication and Education
pp. 399
2.5 Literacy in the Community: The Interpretation of “Local” Literacy Practices Through Ethnography
pp. 423
2.6 Touch Points and Tacit Practices: How Videogame Designers Help Literacy Studies
pp. 441
2.7 “Enabling” Participatory Governance in Education: A Corpus-Based Critical Analysis of Policy in the United Kingdom
pp. 471
2.8 Moving from “Interesting Data” to a Publishable Research Article: Some Interpretive and Representational Dilemmas in a Linguistic Ethnographic Analysis of an English Literacy Lesson
pp. 499
Introduction
pp. 505
3.1 People “of Passage”: An Intercultural Educator’s Interpretation of Diversity and Cultural Identity in Italy
pp. 529
3.2 Constructing Collaborative Interpretations: Children as Co-researchers in an Ethnographic Study in Argentina
pp. 551
3.3 Learning to Survive in Sri Lanka: Education and Training in Times of Catastrophe
pp. 579
3.4 Negotiating the Boundaries Within: An Anthropologist at Home in a Multiethnic Neighborhood in Urban Japan
pp. 599
3.5 Us and Them: What Categories Reveal About Roma and Non-Roma in the Czech Republic
pp. 625
3.6 Working Backwards: A Methodological Autobiography
pp. 635
3.7 Observing Schools in Disadvantaged Neighborhoods in France
pp. 653
3.8 Doubly Reflexive Ethnography for Collaborative Research in Mexico
pp. 679
Introduction
pp. 685
4.1 On the Subject of Sex: An Ethnographic Approach to Gender, Sexuality, and Sexual Learning in England
pp. 705
4.2 The “Gay Eye” of a Researcher and a Student in a Hungarian School: Autoethnography as Critical Interpretation of the Subject
pp. 727
4.3 “Of Time and the City”: Young People’s Ethnographic Accounts of Identity and Urban Experience in Canada
pp. 753
4.4 Interpreting Visual (and Verbal) Data: Teenagers’ Views on Belonging to a Language Minority Group in Finland
pp. 783
4.5 Interpreting Education Policy and Primary Teachers’ Work in England
pp. 805
4.6 Mediating Systemic Change Through Sociocultural Methods in Educational Systems in the USA
pp. 823
4.7 Changing Teacher Education in Sweden? A Meta-ethnographic Analysis Based on Three Long-Term Policy Ethnographic Investigations
pp. 843
4.8 Problematizing Evaluative Categorizations: Collaborative and Multisited Interpretations of Constructions of Normality in Estonia and Finland
pp. 867
Introduction
pp. 873
5.1 A Footnote to Plato: Interpreting the History of Secondary Education in Mid-Twentieth-Century England
pp. 893
5.2 Silences and Interpretations: Historical Approaches in Understanding Classroom Teachers from the Past
pp. 913
5.3 Liminality: Interpreting Research on Learning in the Context of the History of Childhood
pp. 933
5.4 Interpretation in a Historical Approach to Reading
pp. 957
5.5 Curriculum History and Interpretation
pp. 969
5.6 Vocational Education, Gender, and Inequality in Hamburg, Germany, 1849–1914
pp. 989
5.7 Educational Policy in Historical Perspective: Interpreting the Macro and the Micro Politics of Schooling
pp. 1011
5.8 Nonformal Education on Display
pp. 1031
Introduction
pp. 1037
6.1 Indigenous Students’ Learning of School Science: A Philosophical Interpretation
pp. 1055
6.2 Teaching and Learning for Citizenship in a Postapartheid South African University Classroom: An Interpretive Interlude
pp. 1077
6.3 Language, Meaning, and the Other in Curriculum Research
pp. 1093
6.4 The Open Space of Liberal Democracy: Interpreting the National Tests of Citizenship Competencies in Colombia
pp. 1117
6.5 A “Jill” of All Trades and Mistress of One: Interpretation, School Leadership, and Philosophy of Education
pp. 1143
6.6 Philosophical Approaches to Educational Research: Justice, Democracy, and Education
pp. 1165
6.7 Education Policy from the Perspective of Governmentality
pp. 1189
6.8 Philosophy at Work in the Study of Parenting and Parenting Support in Flanders
pp. 1213
Introduction
pp. 1219
7.1 Interpretation in the Process of Designing Effective Learning Materials: A Design-Based Research Example
pp. 1239
7.2 Interpretation of Research on Technology Integration in Teacher Education in the USA: Preparation and Current Practices
pp. 1263
7.3 Theory-Driven Evaluation Studies: Establishing Links Between Research, Policy, and Practice
pp. 1275
7.4 Juxtaposing Interpretations of Research on School Principalship
pp. 1289
7.5 Researching Equity and Effectiveness in Education: Examples from the UK and Germany
pp. 1321
7.6 Beyond the Quantification of Irregular Migrants: From “Knowledge on the Case” to “Knowing How to Go On”
pp. 1347
7.7 Interpreting Statistics in an English Team-Based Evaluation
pp. 1381
7.8 Making Sense of Layers of Interpretation in Quantitative Educational Research
pp. 1411
Introduction
pp. 1415
8.1 Hermeneutics of Linguistic Ethnography: Teachers and Students Losing and Finding Their Voices
pp. 1437
8.2 Making an Appearance on the Shelves of the Room We Call Research: Autoethnography-as-Storyline-as-Interpretation in Education
pp. 1457
8.3 Critical Interdisciplinarity and Noticing Absences
pp. 1481
8.4 Theorizing Relational Privacy: Embodied Perspectives to Support Ethical Professional Pedagogies
pp. 1499
8.5 Interpreting the International and Intranational “Translation” of Educational Policy and Practice: A Case of Opportunism, Serendipity, and Bricolage
pp. 1513
8.6 Five Conversations and Three Notes on the “Soviet,” or Finding a Place for Personal History in the Study of Teacher Education Policy in Kazakhstan
pp. 1533
8.7 Masks as Methodology and the Phenomenological Turn: Issues of Interpretation
pp. 1551
8.8 Writing and the Articulation of Disciplinary Identifications: A Psychoanalytic Exploration of Methodological Practice
pp. 1571
8.9 Strange Attractors: Myth, Dream, and Memory in Educational Methodology
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