Buch, Englisch, 196 Seiten, Hardback, Format (B × H): 161 mm x 240 mm, Gewicht: 461 g
Reihe: Contemporary Perspectives on Access, Equity and Achievement
Illuminating Race, Research, and the Politics of Schooling (HC)
Buch, Englisch, 196 Seiten, Hardback, Format (B × H): 161 mm x 240 mm, Gewicht: 461 g
Reihe: Contemporary Perspectives on Access, Equity and Achievement
ISBN: 978-1-62396-823-6
Verlag: Information Age Publishing
The purposes of this book are rooted in the move from invisibility to visibility and silence to voice. This work uses auto ethnography as an enterprise to break down traditional barriers that support the invisibility of diverse epistemologies (Altheide & Johnson,2011). The reality of invisibility and silence has plagued scholars of colour in their attempt to make known the cultural significance found in the planning and execution of research. As a result, this book purposes to support the visibility and voice of scholars of colour who conduct auto ethnographic research from a racial, gendered, and critical theoretical framework. This work further supports the research community as it examines and re-examines culturally indigenous epistemologies as a viable vehicle for rigorous and authentic inquiry (Dillard, 2000).
The significance of this book can be grafted from its attention to new ways of thinking about doing research. While much of the previous scholarship on auto ethnography highlights the importance of personal narrative and voice, this book includes the latter but also examines the concept of race and culture as undisputable factors in the doing of research. Burdell & Swadener (1999) contends that auto ethnography should interrogate the subjective nature and question master narratives and empirical assumptions. Spry (2011) emphasizes auto ethnography as a moral discourse that foster intimate experiences grounded in historical processes. Authoethnographic research then, has the potential to provide a lens by which researchers can delve into research with a greater sense of personal experiences and critical understanding of the inquiry context.
