Writing Ourselves In: Researcher Reflexivity in Ethnographic and Multimodal Methods for Understanding What Counts, to Whom, and How We Know.
Researcher reflexivity shapes what and how we know, because the background against which something becomes a site for analysis, and through which we position knowledge about it, result from our researcher gaze. We examine here an adolescent-produced multimodal story according to three different rese...
| Publicado en: | Anthropology & Education Quarterly Vol. 47; no. 4; pp. 385 - 402 |
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| Autores principales: | , , |
| Formato: | Artículo |
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Wiley-Blackwell
Dec2016
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=118989528&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 118989528 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 01617761 AEQ jtl: Anthropology & Education Quarterly issn: 01617761 maglogo: Y pubinfo: dt: Dec2016 vid: 47 iid: 4 pid: 480 pub: Wiley-Blackwell artinfo: ui: 118989528 10.1111/aeq.12167 ppf: 385 ppct: 17 formats: fmt: – @attributes: type: T – @attributes: type: P size: 332KB tig: atl: Writing Ourselves In: Researcher Reflexivity in Ethnographic and Multimodal Methods for Understanding What Counts, to Whom, and How We Know. aug: au: Anderson, Kate T. Stewart, Olivia G. Abdul Aziz, Masturah Binte affil: Arizona State University Nanyang Technological University su: Reflexivity Ethnographic analysis Theory of knowledge Gaze Spacetime sug: subj: Reflexivity Ethnographic analysis Theory of knowledge Gaze Spacetime keyword: epistemology ethnography intercontextuality multimodality reflexivity epistemology ethnography intercontextuality multimodality reflexivity ab: Researcher reflexivity shapes what and how we know, because the background against which something becomes a site for analysis, and through which we position knowledge about it, result from our researcher gaze. We examine here an adolescent-produced multimodal story according to three different researcher gazes across space and time. By sidestepping a singular attribution of knowing what counts, our intercontextual analysis constructs different epistemological viewpoints on this multimodal story and contexts of its creation. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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