Beyond the Classroom Walls: Ethnographic Inquiry as Pedagogy

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Overview

This book integrates ethnographic research with teacher education strategies, with the aim of preparing teachers to work with urban and low-income youth in schools and other social service agencies. Through various case studies, Gordon provides insight into how educators in diverse settings can engage students-be they preservice or veteran teachers-in the process of discovering the complexity of their students' lives, as well as their own.
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Editorial Reviews

Joe R. Feagin
Working again off the beaten track, June Gordon shows how ethnographic methods are effective not only for research but also for pedagogy on class and race issues. Reviewing insightful examples of ethnography for educational purposes, Gordon offers keen guidelines on doing transformative research, generating dialogues between researcher and researched, reconnecting students with communities, and informing students early about the hard realities of the teaching worlds. Researching, learning, and teaching are closely linked in Gordon's innovative approach.
John I. Goodlad
The theoretical underpinnings of June Gordon's contribution to pedagogy have been around for a long time but have penetrated practice very little. Her unique contribution is in fusing theory and practice and illustrating that fusion in a range of contexts. It is a pleasure to have a silent conversation with an author who has command of both her material and the language of communicating it.
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Product Details

  • ISBN-13: 9780415934930
  • Publisher: Taylor & Francis
  • Publication date: 9/28/2002
  • Pages: 168
  • Product dimensions: 6.20 (w) x 9.10 (h) x 0.70 (d)

Meet the Author

June A. Gordon is Assistant Professor of Education at the University of California, Santa Cruz. She is the author of The Color of Teaching (RoutledgeFalmer, 2000)
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Table of Contents

Acknowledgments
Introduction
Ch. 1 Students Reengaging Their Home Communities 1
Ch. 2 Immigrants and Education: Dialogic Inquiry as Pedagogy 23
Ch. 3 Future Teachers Assist in Urban, Low-Income, Multicultural Classrooms 41
Ch. 4 "Masks of Normality": Teacher Training on a Military Base 51
Ch. 5 Confronting the Larger Community of Helping Professionals 63
Ch. 6 Home Visits 71
Ch. 7 Deconstructing Youth At Risk 85
Ch. 8 Adult Educators Inquire into Workplace Stress 99
Ch. 9 First Quarter Attrition: Community College Staff and Faculty Ask Why 117
Afterword 129
References 133
Index 141
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