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首页> 外文期刊>Race Ethnicity and Education >Contrapuntal orchestration: an exploration of an interaction between researchers’ and teachers’ stories around the concept of culture
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Contrapuntal orchestration: an exploration of an interaction between researchers’ and teachers’ stories around the concept of culture

机译：冲突性编排：探索研究人员和教师的故事之间围绕文化概念的互动

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What occurs when an African American woman professor and a European American woman professor review narrative data and interpret what the students write differently? This research illustrates how race and the experience of two ethnically different female researchers impact data analysis of teachers’ interactions with narratives of personal past experiences. These interactions exposed multiple voices and intrapersonal as well as interpersonal contexts, resulting in a dialogue which embraced multiple equally valued individual voices, interwoven yet distinct - a contrapuntal orchestration. This resulting contrapuntal orchestration suggests the importance of intentionally creating a dialogic space which includes researchers of diverse theoretical backgrounds within diversity discourse in education classes, and within that space providing for self-awareness of the cultural attributes we use to construct cultural meaning of everything around us. This paper explores how analyzing teachers’ autoethnographies challenged the researchers’ own construction of culture and what it meant to provide for dialogic space in that construction process.View full textDownload full textKeywordssociocultural theory, critical race theory, dialogueRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/13613324.2010.493358
机译：当一位非洲裔美国女教授和一位欧美女教授审阅叙述数据并以不同的方式解释学生的写作时，会发生什么？这项研究说明了种族和两位种族不同的女性研究人员的经历如何影响教师与个人过去经历的叙述的互动数据分析。这些互动暴露了多种声音，人际关系以及人际环境，从而形成了一个对话，其中包含了多个同等价值的个人声音，这些声音交织而又截然不同-是对立的编排。由此产生的矛盾安排表明了有意创造一个对话空间的重要性，该对话空间包括教育课程中的多元话语中具有不同理论背景的研究人员，并且在该空间中提供了对我们用来构造周围所有事物的文化含义的文化属性的自我认识。 。本文探讨了分析教师的民族志学是如何挑战研究人员自己的文化建构的，以及在该建构过程中提供对话空间的含义。查看全文下载全文关键字社会文化理论，批判种族理论，对话相关的var addthis_config = {ui_cobrand： “泰勒和弗朗西斯在线”，services_compact：“ citeulike，netvibes，twitter，technorati，delicious，linkedin，facebook，stumbleupon，digg，google，更多”，发布：“ ra-4dff56cd6bb1830b”};添加到候选列表链接永久链接http://dx.doi.org/10.1080/13613324.2010.493358

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