Lessons From a Postcritical Ethnography, Burundian Children With Refugee Status, and Their Teachers

Anders, Allison Daniel

doi:10.1080/00405841.2012.662850

Cited by 20 publications

(14 citation statements)

References 4 publications

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“…In a town that is 97% White, with only 8% of residents holding postsecondary degrees, where almost 24% of the population, and 33% of children, exist below the poverty line (U.S. Census Bureau, 2016), probing the dominant, placeless discourses of poverty and schooling in a teacher-and researcherled study group offers the potential for better understanding the production of schooling in the rural rust belt in the 2010s. Situating, or placing, teacher talk addresses the growing need of educational ethnographies to contribute to the political work of education and education research today (Anders, 2012;Lester, Anders, & Mariner, 2018).…”

Section: Context Of the Study And This Storymentioning

confidence: 99%

Discourses of the Rural Rust Belt:

Panos

Seelig

2019

tpre

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This article addresses the ways in which elementary teachers in the rural rust belt both reproduce and contest dominant discourses of schooling, rurality, and poverty in their particular local context. Situated within a 4-year postcritical ethnographic study, this analysis of teacher discourse took part during an embedded, 4-month-long teacher study group. Within this context, the authors examine how the groupâ€™s discourse on poverty claimed that inequity was the fault of those experiencing it, as well as that a neoliberal discourse of education emphasized a flattened accountability and growth-only perspective within teacherâ€™s professional interactions. However, through the addition of a spatial lens, they also situate these discourses within a particular rural and rust-belt context. This article teases apart the discursive threads within two teacher study groups, revealing the construction by teachers of their own rural, high-poverty communities as deficient, as well as exploring the complexities of the intersections of these discourses for teachers working in such settings. Their analysis contributes to a more robust understanding of the particular intersecting discourses currently circulating and producing a White-majority, high-poverty rural rust belt where children go to school and are taught by educators with their own complex orientations to schooling, rurality, and poverty.

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Section: Context Of the Study And This Storymentioning

confidence: 99%

Discourses of the Rural Rust Belt:

Panos

Seelig

2019

tpre

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“…The absence of financial support from the county and state prevented them from receiving any. Within months, a small group of county administrators and teachers met with state legislators to try and shut down Greenland, the Co-sponsorship and Refugee Services that resettled Burundians in the area (Anders, 2011; Anders and Lester, 2013).…”

Section: Contextmentioning

confidence: 99%

“…For the two of us, the practice of postcritical ethnography grounded our work with the Burundians and demanded a vigilant and recursive process of reflection on the question: How might we interpret and represent our work differently? (Anders, 2011; Noblit, 1999; Noblit et al, 2004).…”

Section: Our Postcritical Commitments and The Practice Of Interdiscipmentioning

confidence: 99%

Lessons from interdisciplinary qualitative research: learning to work against a single story

Anders

Lester

2014

Qualitative Research

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In this article, we consider the everyday practices and methodological and theoretical tensions of interdisciplinary, qualitative work. In particular, we discuss the varied interpretations of focus group data from Burundian men and women with refugee status and explore the consequences of representations that result in deficit-based understandings. We highlight how through our research process we learned that following participants, rather than leading with our disciplines, deepened our understanding and complicated our representations.

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“…I thought of other questions that came to mind, and asked for clarification when needed. Member checking was utilized as I emailed the transcripts to the interns each month to ask for clarification or addendums to add to the transcripts (Glesne, 2006 questioning and offering commentary, I became a part of the participants' dialogue and at this point recursive reflexivity became a crucial part of the methodological process as I worked through my own discomforts in the data (Anders, 2012;Pillow, 2003).…”

Section: Data Sourcesmentioning

confidence: 99%