Abstract
Academic concepts, methods and research knowledge are often criticised as irrelevant or useless for addressing problems of educational practice. Liat, a full-time Science teacher and part-time Masters student, expressed this sentiment in a recent seminar on ‘Discourse, Teaching and Learning’: ‘I’m four years into this degree [programme] and the academic world is truly irrelevant to that of the educational system. It’s all bullshit: research, research, research. Nothing at all relevant to schools, nothing.’ (We have translated this and all other quotations from the workshops from Hebrew; the original transcripts are available upon request.) This chapter is about our attempt to address this challenge by introducing educational practitioners to linguistic ethnographic research of classroom practice.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Agar, M. (1986). Independents Declared: The Dilemmas of Independent Trucking. Washington, D.C.: Smithsonian Institution Press.
Bloome, D., Puro, P., & Theodorou, E. (1989). Procedural display and classroom lessons. Curriculum Inquiry, 19(3), 265–291.
Ecclestone, K., & Hayes, D. (2009). The Dangerous Rise of Therapeutic Education. London: Routledge.
Flum, H., & Kaplan, A. (2006) Exploratory orientation as an educational goal. Educational Psychologist, 41(2), 99–110.
Goodwin, C. (1994). Professional vision. American Anthropologist, 96(3), 606–633.
Jackson, P. W. (1990). Life in Classrooms (2nd edn). New York: Teachers College Press.
Lefstein, A., & Snell, J. (2011a). Professional vision and the politics of teacher learning. Teaching and Teacher Education, 27(3), 505–514.
Lefstein, A., & Snell, J. (2011b). Promises and problems of teaching with popular culture: a linguistic ethnographic analysis of discourse genre mixing. Reading Research Quarterly, 46(1), 40–69.
Lefstein, A., & Snell, J. (2014) Better than Best Practice: Developing Dialogic Pedagogy. London: Routledge.
Parnafes, O., & diSessa, A. A. (2013). Microgenetic learning analysis: a methodology for studying knowledge in transition. Human Development, 56(1), 5–37.
Rampton, B. (2006). Language in Late Modernity: Interaction in an Urban School. Cambridge: Cambridge University Press.
Roberts, C. (2001) Language Learners as Ethnographers. Clevedon, England: Multilingual Matters.
Snell, J., & Lefstein, A. (2012) Dialogic Teaching of ‘Low Ability’ Pupils: A Tale of Three Classrooms. School of Education and Social Work, University of Sussex, 5/3/2012.
Snell, J., & Lefstein, A. (2015) ‘Moving from “interesting data” to publishable research article — some interpretive and representational dilemmas in a linguistic ethnographic analysis’. In Smeyers, Paul, Bridges, David, Burbules, Nicholas and Griffiths, Morwenna, (eds) International Handbook of Interpretation in Educational Research Methods, Springer.
Varenne, H., & McDermott, R. (1998). Successful Failure: The School America Builds. Boulder, CO: Westview Press.
Wortham, S., & Fisher, E. (2006). Learning Identity: The Joint, Local Emergence of Social Identification and Academic Learning. New York, NY: Cambridge University Press.
Editor information
Editors and Affiliations
Copyright information
© 2015 Adam Lefstein and Mirit Israeli
About this chapter
Cite this chapter
Lefstein, A., Israeli, M. (2015). Applying Linguistic Ethnography to Educational Practice: Notes on the Interaction of Academic Research and Professional Sensibilities. In: Snell, J., Shaw, S., Copland, F. (eds) Linguistic Ethnography. Palgrave Advances in Language and Linguistics. Palgrave Macmillan, London. https://doi.org/10.1057/9781137035035_10
Download citation
DOI: https://doi.org/10.1057/9781137035035_10
Publisher Name: Palgrave Macmillan, London
Print ISBN: 978-1-137-52906-0
Online ISBN: 978-1-137-03503-5
eBook Packages: Palgrave Social Sciences CollectionSocial Sciences (R0)