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ERIC Number: EJ970486
Record Type: Journal
Publication Date: 2012
Pages: 8
Abstractor: As Provided
Reference Count: 21
ISSN: ISSN-0040-5841
Lessons from a Postcritical Ethnography, Burundian Children with Refugee Status, and Their Teachers
Anders, Allison
Theory Into Practice, v51 n2 p99-106 2012
This article represents one orientation to postcritical ethnography. Framing research with Burundian children and their teachers in a small city in Appalachia, the author shares the ways postcritical ethnography informed the process and representations of her work. After introducing postcritical ethnography and early beginnings to the research, the author reviews some of the issues children with refugee status endure in U.S. public schools. Using commitments from postcritical ethnography, the author explores the relationships between these children and their teachers, and their teachers and the county in which they teach. Addressing issues of access to resources and professional development, the author situates an account of school discipline at the intersections of refugee status, teacher education, and postcritical ethnography. Throughout, the author narrates the process as an ethnographer and the navigation of the commitments of postcritical ethnography. (Contains 1 note.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Tanzania