International handbook of interpretation in educational research
Contents
Varieties of interpretation in educational research
how we frame the project
Nicholas C. Burbules, David Bridges, Morwenna Griffiths, Paul Smeyers
3-16
"A demand for philosophy"
interpretation, educational research, and transformative practice
Michael A. Peters
67-77
A rhetorical approach to classroom narrative study
interpreting narration as an ethical resource for teaching in the USA
Mary M. Juzwik
135-159
Dialogue in narrative inquiry
collaboration in doctoral study in the USA
Yuni Sari Amalia, Daniel F. Johnson-Mardones, Marilyn Johnston-Parsons
161-184
Narrative and the transmission of traditions
informal learning among Italian artisan stone carvers
Amy Shuman
185-208
Life history research and the interpretation of working class success in higher education in the United Kingdom
Michael F. Watts
233-255
An awareness of the feminist subject
an example of collective biography writing in poststructuralist discourse practice
Monne Wihlborg
257-280
Using critical discourse analysis to interpret educational policy on school exclusion in England and Wales
Yo Dunn
285-314
Interpreting websites in educational contexts
a social-semiotic, multimodal approach
Emília Djonov, John S. Knox, Sumin Zhao
315-345
CDA and participatory action research
a new approach to shared processes of interpretation in educational research
Nicolina Montesano Montessori, Hans Schuman
347-369
Literacy in the community
the interpretation of "local" literacy practices through ethnography
Käte Pahl
399-421
Touch points and tacit practices
how videogame designers help literacy studies
Jennifer Rowsell
423-440
"Enabling" participatory governance in education
a corpus-based critical analysis of policy in the United Kingdom
Jane Mulderrig
441-470
Moving from "interesting data" to a publishable research article
some interpretive and representational dilemmas in a linguistic ethnographic analysis of an English literacy lesson
Julia Snell, Adam Lefstein
471-496
People "of passage"
an intercultural educator's interpretation of diversity and cultural identity in Italy
Francesca Gobbo
505-528
Constructing collaborative interpretations
children as co-researchers in an ethnographic study in Argentina
Diana Milstein
529-549
Negotiating the boundaries within
an anthropologist at home in a multiethnic neighborhood in urban Japan
Yuko Okubo
579-597
Us and them
what categories reveal about Roma and non-Roma in the Czech republic
David Doubek, Markéta Levínská
599-623
Doubly reflexive ethnography for collaborative research in Mexico
Günther Dietz, Aurora Álvarez Veinguer
653-675
On the subject of sex
an ethnographic approach to gender, sexuality, and sexual learning in England
685-703
The "gay eye" of a researcher and a student in a Hungarian school
autoethnography as critical interpretation of the subject
György Mészáros
705-726
"Of time and the city"
young people's ethnographic accounts of identity and urban experience in Canada
Jo-Anne Dillabough, Philip Gardner
727-751
Interpreting visual (and verbal) data
teenagers' views on belonging to a language minority group in Finland
Gunilla Holm, Monica Londen, Jan-Erik Mansikka
753-781
Mediating systemic change through sociocultural methods in educational systems in the USA
Elizabeth B. Kozleski, Alfredo J. Artiles
805-822
Changing teacher education in Sweden?
a meta-ethnographic analysis based on three long-term policy ethnographic investigations
Dennis Beach, Anita Eriksson, Catarina Player-Koro
823-842
Problematizing evaluative categorizations
collaborative and multisited interpretations of constructions of normality in Estonia and Finland
Sirpa Lappalainen, Elina Lahelma
843-864
A footnote to Plato
interpreting the history of secondary education in mid-twentieth-century England
Gary McCulloch
873-891
Silences and interpretations
historical approaches in understanding classroom teachers from the past
Philip Gardner
893-912