School Ethnography Beyond Ethnography and School: Disciplinary Tension and Applicability of Ethnographic Knowledge
If knowledge created by ethnography that is practiced in schools has any applicability, will be undertaken by school agents. However, these school agents lead themselves into socio-cognitive and appreciatory frameworks that, in general, do not agree with an authentic school ethnography. This essay s...
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2013 |
| País: | España |
| Institución: | Universidad Nacional de Educación a Distancia |
| Repositorio: | e-spacio. Repositorio Institucional de la UNED |
| Idioma: | español |
| OAI Identifier: | oai:e-spacio.uned.es:20.500.14468/11520 |
| Acceso en línea: | https://hdl.handle.net/20.500.14468/11520 |
| Access Level: | acceso abierto |
| Palabra clave: | etnografía de la escuela conceptos de cultura y educación sociocentrismo escolar sociocentrismo etnográfico school ethnograph |
| Sumario: | If knowledge created by ethnography that is practiced in schools has any applicability, will be undertaken by school agents. However, these school agents lead themselves into socio-cognitive and appreciatory frameworks that, in general, do not agree with an authentic school ethnography. This essay summarizes the contradictions derived from this situation, which is usually discussed by anthropologists of education. Following the argumentation, the unavoidable aspects of the institutional school ethnography will be shown from the point of view of the sociocentrism of a social anthropologist. Moreover, a contrast with the sociocentrism of the school agents will be presented. Both types of sociocentrism are absolutely legitimate, but they frequently clash as disciplinary fields. This essay will also show some keys to understanding these contradictions and will provide some perspectives to generate a way of applying this theory that does not start from the false assumption of the suppression of the school agency. |
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