ERIC Number: EJ1215635
Record Type: Journal
Publication Date: 2019
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1745 -7823
EISSN: N/A
An Ethnographic Action Research Project: National Curriculum, Historical Learning and a Culturally Diverse Melbourne Primary School
Ethnography and Education, v14 n3 p311-327 2019
This paper uses ethnographic action research to explore how the objectives of the Australian Curriculum Intercultural Understanding can be achieved in a culturally diverse Year 5/6 (ages 10-12) primary school class in Melbourne. It examines whether a history unit on migration, that uses a structured historical inquiry approach, encourages culturally diverse students to develop a more critical and reflexive understanding of multiculturalism. Using Banks' multicultural framework and Bath's approach to ethnographic action research, I argue that the oral history component of a Year 5/6 history unit supported students to develop their Intercultural Understanding. I suggest that ethnographic action research is an effective approach for investigating the implementation of new teaching initiatives.
Descriptors: History Instruction, Elementary School Students, Action Research, Cultural Awareness, Units of Study, Foreign Countries, Ethnography, Student Diversity, Immigration, Inquiry, Cultural Pluralism, Oral History, Teaching Methods, Instructional Effectiveness, National Curriculum, Interviews, Student Attitudes, Immigrants
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A