Ethnography in anthropology and its value for education
Ethnography in anthropology and its value for education
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人类学中的民族志及其教育价值
DOI：
10.1080/00405849209543532
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发表时间：
1992
影响因子：
3.2
通讯作者：
A. Zaharlick
中科院分区：
文献类型：
--
作者：
A. Zaharlick
在教育研究文献中，民族志等同于定性研究、自然主义研究、个案研究、参与性研究或基于实地的研究并不少见（Goetz & LeCompte，1984; Smith，1979）。我相信，许多与在教育中使用民族志相关的问题、困难、议题和难题都源于这个等式，以及对民族志的性质和目的缺乏清晰的理解。虽然民族志与其他研究模式有许多共同之处，但它也有独特的特征，使其成为一种独特的研究方法。本文的目的有三个方面。首先，我讨论了人种志在人类学中的作用，它植根于这门学科。在这一节中，我讨论了民族志研究在文化人类学中的价值和目标，以及为什么要进行民族志研究。没有这样的理解，就不可能充分欣赏或充分评价民族志学家为提供文化的图形描述所做的努力。第二，我检查了什么是参与“做民族志”，或进行民族志研究。注意的是民族志研究的具体概念，原则，假设和特点，并区分它作为一个独特的研究方法的那些功能。
In the educational research literature, it is not uncommon to find ethnography equated with qualitative, naturalistic, case study, participantobservant, or field based research (ie, Goetz & LeCompte, 1984; Smith, 1979). I believe many of the questions, difficulties, issues, and problems associated with the use of ethnography in education stem from this very equation and the lack of a clear understanding of the nature and purpose of ethnography. Although ethnography has much in common with these other research models, it also has unique features that identify it as a distinct research approach. The purpose of this article is threefold. First, I discuss the role of ethnography in anthropology, the discipline in which it is rooted. In this section I discuss the value and goals of ethnographic research in cultural anthropology1 and why ethnographic research is conducted. Without such an understanding, it is impossible to appreciate fully or to evaluate adequately ethnographers' efforts to provide graphic descriptions of cultures. Second, I examine what is involved in" doing ethnography," or conducting ethnographic research. Attention is paid to the specific concepts, principles, assumptions, and characteristics of ethnographic research and to those features that distinguish it as a distinct research approach.