Livre | Chapitre
Literacy in the community
the interpretation of "local" literacy practices through ethnography
pp. 399-421
Résumé
In this chapter I look at the interpretative practices that are involved when an ethnographer investigates local literacies in home and community settings. I draw on the tradition, from Elizabeth Campbell and Eric Lassiter (Anthropol Educ Q 41(4);370–385; 2010) of collaborative ethnography and the process of doing "reciprocal analysis". I use this mode of analysis to create grounded interpretations which then enabled me to construct a shared epistemological space in which to make sense of these interpretations. I describe ways of interpreting and understanding data which were collaborative and situated within the everyday. Drawing on an ethnographic study of literacy in homes and communities, I developed a situated understanding of the data, employing reciprocal ways of knowing and understanding. I argue for an embodied and intuitive mode of understanding that constructed an interpretative framework from arts practice and ethnography. This framework could be described as a crafting of practice that was situated, contingent and rested on epistemologies and knowledge construction that, in many cases, lay outside of University domains of knowledge.
Détails de la publication
Publié dans:
Smeyers Paul, Bridges David, Burbules Nicholas C., Griffiths Morwenna (2015) International handbook of interpretation in educational research. Dordrecht, Springer.
Pages: 399-421
DOI: 10.1007/978-94-017-9282-0_19
Citation complète:
Pahl Kate, 2015, Literacy in the community: the interpretation of "local" literacy practices through ethnography. In P. Smeyers, D. Bridges, N. C. Burbules & Griffiths (eds.) International handbook of interpretation in educational research (399-421). Dordrecht, Springer.