Into the Breakdown: Embracing Ethnographic Confusion in Challenging Nationalist Policy "Truths"

Autor/in	Jaffe-Walter, Reva
Titel	Into the Breakdown: Embracing Ethnographic Confusion in Challenging Nationalist Policy "Truths"
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 33 (2020) 2, S.166-173 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
DOI	10.1080/09518398.2019.1681547
Schlagwörter	Ethnography; Public Schools; Teacher Education Programs; Teacher Attitudes; Foreign Countries; Racial Bias; Social Bias; Immigrants; Immigration; Public Policy; Nationalism; Educational Research; Teacher Educators; Presidents; Cultural Differences; Acculturation; Methods Courses; English Language Learners; Cross Cultural Studies; Muslims; Elementary School Students; Teacher Student Relationship; Denmark; United States + Suchen Sie Ihr Suchwort? Ethnografie; Public school; Öffentliche Schule; Lehrerverhalten; Ausland; Racial discrimination; Rassismus; Immigrant; Immigrantin; Immigranten; Öffentliche Ordnung; Nationalismus; Bildungsforschung; Pädagogische Forschung; Teacher education; Education; Lehrerausbildung; Lehrerbildung; President; Präsident; Kultureller Unterschied; Akkulturation; Methodisch-didaktische Anleitung; Cultural comparison; Kulturvergleich; Muslim; Muslimin; Teacher student relationships; Lehrer-Schüler-Beziehung; Dänemark; USA
Abstract	The policies and discourses of the Trump administration reflect such extreme examples of inhumane policies and racializing logic that they are easy to identify and call out. In this essay, I focus instead on the less obvious and more everyday processes of racialization and anti-immigrant sentiment that are taken up by various actors in schools. I consider how tropes and stories generated by nationalist policies and discourses around the world seep into teachers' commonsense understandings about who immigrant students are and what they require to be successful. In doing so, I draw on Michael Agar's (1986) notion of the ethnographic "breakdown" to explore individual breakdown moments in my own research in a Danish public school and teaching in a US school of teacher education as a useful mechanism for discerning how policies and discourses shape everyday exclusions in schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01