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ERIC Number: EJ920989
Record Type: Journal
Publication Date: 2011-Apr
Pages: 10
Abstractor: As Provided
Reference Count: 37
ISBN: N/A
ISSN: ISSN-1077-8004
Getting in Trouble: Feminist Postcritical Policy Ethnography in an Urban School
Childers, Sara M.
Qualitative Inquiry, v17 n4 p345-354 Apr 2011
This article addresses how the author uses the notion of "getting in trouble" as a source of methodological energy to hold the researcher accountable to the complexities of conducting ethnographic policy studies. She focuses specifically on how a feminist postcritical methodology might be used to read for the disruptions at work in sociocultural policy research and locate analytic tools for getting through anxieties generated by complicated and competing readings of empirical material. The author (re)presents and analyzes troubling material from her own study regarding how one student's experience of racialized course enrollment was talked about and justified within the context of a "successful" high school. She offers four incommensurable and therefore complementary analytic reads using anthropological, foucaultian, critical race theory, and feminist postcritical frameworks to bring complicated retellings of school enrollment practices into play in an attempt to foreground the lived experiences of policy negotiations and their effects on students. (Contains 1 table and 8 notes.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ohio