TY - JOUR
T1 - Critical Ethnography in Education
T2 - Origins, Current Status, and New Directions
AU - Anderson, Gary L.
PY - 1989/9
Y1 - 1989/9
N2 - Interpretivist movements in anthropology and sociology have recently merged with neo-Marxist and feminist theory to produce a unique genre of research in the field of education known as “critical ethnography.” Critical ethnographers seek research accounts sensitive to the dialectical relationship between the social structural constraints on human actors and the relative autonomy of human agency. Unlike other interpretivist research, the overriding goal of critical ethnography is to free individuals from sources of domination and repression. This review traces the development of critical ethnography in education, including a brief discussion of its view of validity; discusses its current status as a research genre; and describes criticisms and suggests new directions.
AB - Interpretivist movements in anthropology and sociology have recently merged with neo-Marxist and feminist theory to produce a unique genre of research in the field of education known as “critical ethnography.” Critical ethnographers seek research accounts sensitive to the dialectical relationship between the social structural constraints on human actors and the relative autonomy of human agency. Unlike other interpretivist research, the overriding goal of critical ethnography is to free individuals from sources of domination and repression. This review traces the development of critical ethnography in education, including a brief discussion of its view of validity; discusses its current status as a research genre; and describes criticisms and suggests new directions.
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U2 - 10.3102/00346543059003249
DO - 10.3102/00346543059003249
M3 - Article
AN - SCOPUS:84965750671
SN - 0034-6543
VL - 59
SP - 249
EP - 270
JO - Review of Educational Research
JF - Review of Educational Research
IS - 3
ER -