Researching as a critical secretary: a strategy and praxis for critical ethnography

Chang, Ethan

doi:10.1080/09518398.2019.1702232

Cited by 4 publications

(3 citation statements)

References 47 publications

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“…As a critical ethnography, unlike traditional ethnography, this study sought to equitably collaborate in the production and use of knowledge with participants and connect the analysis with local, national, and international systems of power and social constructs (Chang, 2020; Delgado-Gaitan, 1993). Data used in this paper is from a study in southeast rural Tanzania with 159 participants through semi-structured interviews, participant observations, and focus groups.…”

Section: Methodsmentioning

confidence: 99%

Globalization and divergent constructs of childhood and valuable knowledge: Influences on expectations for young children in post-colonial rural southern Tanzania

Edwards

2020

Global Studies of Childhood

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Childhood is a complex and socially constructed process with implications on the education of young children with issues of globalization as a powerful influence. This article presents a critical analysis of a focused ethnographic study in post-colonial rural southern Tanzania and argues a way forward in the global dialogue regarding the construction of diverse childhoods through the education of young children to balance these influences. Data was collected in rural villages of southern Tanzania including interviews, focus groups, observations from over 150 people and government and NGO policy analysis. This paper responds to the research question: whose constructs of childhood influence the opportunities young children have to learn in Ndogo villages? The larger study addresses additional significant questions and data. A critical analysis indicates decision makers, such as international donors and NGO’s, impose global influences on young children’s opportunities to learn by prioritizing resources for what they as outsiders’ value as knowledge. Although parents and local community members are essential members of a child’s life, their constructs of childhood are not valued and therefore, are either ignored or actively omitted from formal opportunities children have to learn. The findings urge scholars, NGOs, and policymakers to equally value different perspectives held by parents and community members regarding the substance of what is valuable knowledge.

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Section: Methodsmentioning

confidence: 99%

Globalization and divergent constructs of childhood and valuable knowledge: Influences on expectations for young children in post-colonial rural southern Tanzania

Edwards

2020

Global Studies of Childhood

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“…Offering to translate and tutor due to my Spanish fluency granted unique access to the school community yet posed ethical dilemmas. Aligning with Chang's (2020) assertion that field research can require advocacy for vulnerable interlocutors, I ensured a studentcentered stance, promising to listen, learn, and advocate, without taking disciplinary roles. On the few occasions I was asked to translate during student discipline, I later checked on the affected students' emotional state.…”

Section: Positionality Data Collection and Analysismentioning

confidence: 97%

Constructing Latinidad as a constrained credential: Anti‐Blackness and racialized inequities in a majority Latinx middle school

Gamez

2023

Anthropology & Edu Quarterly

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From data gathered during 18 months of ethnographic fieldwork, this paper unpacks the implications of five ethnographic examples describing interactions between educators and students at New Horizons, a majority Latinx middle school, to demonstrate that the circulation of racialized “good Latinx” narratives legitimates differential allocation of limited school resources between those imagined as falling into the good Latinx category and those that do not because they are ascribed Blackness (i.e., African American and Afro‐Latinx youth). That is, the discursive construction of Latinidad as well‐behaved, hard‐working, and specifically non‐Black positioned it as a racialized yet privileged credential at school. In these circumstances, Latinidad may at best be considered a constrained credential.

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“…Critical ethnography is praxis oriented with a focus on addressing oppression in the lives of people who exist on the margins of society (Anderson, 1989;Chang, 2020). Our use of feminist theory was consistent with critical ethnography because it enabled us to design the study such that we centered the voices and experiences of women with the goal of ensuring that women engaged in participatory governance in contributing to health policy and future health interventions.…”

Section: Designmentioning

confidence: 99%

The changing dynamics of community care and support in rural Malawi: The impact on Women's health and wellbeing at end of life

Hawkins

Dressel

Kendall

et al. 2022

Social Science & Medicine

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Researching as a critical secretary: a strategy and praxis for critical ethnography

Cited by 4 publications

References 47 publications

Globalization and divergent constructs of childhood and valuable knowledge: Influences on expectations for young children in post-colonial rural southern Tanzania

Globalization and divergent constructs of childhood and valuable knowledge: Influences on expectations for young children in post-colonial rural southern Tanzania

Constructing Latinidad as a constrained credential: Anti‐Blackness and racialized inequities in a majority Latinx middle school

The changing dynamics of community care and support in rural Malawi: The impact on Women's health and wellbeing at end of life

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