The Origins of the Video-Cued Multivocal Ethnographic Method

Autor/in	Tobin, Joseph
Titel	The Origins of the Video-Cued Multivocal Ethnographic Method
Quelle	In: Anthropology & Education Quarterly, 50 (2019) 3, S.255-269 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-7761
DOI	10.1111/aeq.12302
Schlagwörter	Cues; Video Technology; Anthropology; Ethnography; Preschool Teachers; Preschool Education; Films; Cross Cultural Studies; Books; Classroom Environment; Educational History; Comparative Analysis; Researchers + Suchen Sie Ihr Suchwort? Stichwort; Anthropologie; Ethnografie; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Film; Cultural comparison; Kulturvergleich; Book; Buch; Monographie; Monografie; Klassenklima; Unterrichtsklima; History of education; Bildungsgeschichte; Researcher; Forscher
Abstract	In 1982 I began using classroom videos as cues for ethnographic interviews. My colleagues and I asked practitioners in three countries to respond to videos shot in their own and each other's preschools. The video cues worked to produce conversations that we used in our 1989 book "Preschool in Three Cultures" to present perspectives on the same events by cultural insiders and outsiders. This article tells the story of the origins and evolution of the Preschool in Three Cultures method, a video-cued ethnographic method that has multiple influences, including Margaret Mead's use of film in comparative ethnography, psychological anthropology's use of projective tests, Mikhail Bakhtin's concepts of dialogism and multivocality, and Linda Connor's video-cued interviewing of a Balinese shaman. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01