자연주의적 탐구조사(Naturalistic Inquiry)

Basics of qualitative research: Grounded theory procedures and techniques

萨义德以其独特的双重身份,对西方中心权力话语做了分析,通过对文学作品、演讲演说等文本的解读,将O rie n ta lis m——"东方学",做了三重释义:一门学科、一种思维方式和一种权力话语系统,对东方学权力话语做了系统的批判,同时将东方学放入空间维度对东方学文本做了细致的解读。

萨义德的“Orientalism”释义

Qualitative Interviewing: The Art of Hearing Data

The World is Flat: A Brief History of the Twenty-First Century Thomas L. Friedman Farrar, Straus and Giroux, 2005 Thomas Friedman is a widely-acclaimed journalist, foreign affairs columnist for the New York Times, and author of four best-selling books that include From Beirut to Jerusalem (1989). His eminence as a journalist is clearly demonstrated in the way he prepared for The World is Flat. He traveled throughout the world, interviewing in depth the political and business leaders who have the most direct, hands-on knowledge of the truly incredible developments occurring in the business structures and technology of globalization. Only a journalist who moves freely at the highest levels could interview the likes of Sir John Rose, the chief executive of Rolls-Royce; Nobuyuki Idei, the chairman of Sony; Richard Koo, the chief economist for the Nomura Research Institute; Bill Gates of Microsoft; Wee Theng Tan, the president of Intel China; David Baltimore, president of Caltech; Howard Schultz, founder and chairman of Starbucks; Nandan Nilekani, CEO of Infosys in Bangalore - and many others, each of whom gave him the inside story of how, specifically, the barriers of time and space separating economies, workforces, sources of capital, and technical abilities are crumbling. The result of this unfolding story, already far along but with much farther to go, according to Friedman, is that "the world is flat." With some notable exceptions in sub-Saharan Africa and the Islamic swathe, everything is connected with everything else on a horizontal basis, with distance and erstwhile time-lags no longer mattering. Friedman describes in detail the galloping globalization that has unfolded in even so limited a time as the past five years. Under the impetus of a worldwide network of interconnectivity, the world economy is much-changed from what it was at the turn of the century a mere half-decade ago. Friedman quotes the CEO of India's Infosys: "What happened over the last [few] years is that there was a massive investment in technology, especially in the bubble era, when hundreds of millions of dollars were invested in putting broadband connectivity around the world, undersea cables," while (Friedman paraphrases him) "computers became cheaper and dispersed all over the world, and there was an explosion of software - e-mail, search engines like Google, and proprietary software that can chop up any piece of work and send one part to Boston, one part to Bangalore, and one part to Beijing...." Microprocessors today have 410 million transistors compared to the 2800 they had in 1971. And now, "wireless is what will allow you to take everything that has been digitized, made virtual and personal, and do it from anywhere." The effect on productivity is revolutionary: "It now takes Boeing eleven days to build a 737, down from twenty-eight days just a few years ago. Boeing will build the next generation of planes in three days, because all the parts are computer-designed for assembly." The most strikingly informative aspect of this book, however, is not about technology. Most especially, Friedman explores the rapidly evolving global business systems, each constantly regenerating itself to keep ahead of the others. These are systems that span the continents seeking the lowest-cost providers of everything from expert scientific and engineering work to the lowliest grunt work. Friedman points out that India produces 70,000 accounting graduates each year - and that they are willing to start at $100 a month. It is no wonder that Boeing employs 800 Russian scientists and engineers for passenger-plane design when "a U.S. aeronautical engineer costs $120 per design hour, a Russian costs about one-third of that." Friedman describes a call center in India where outbound callers sell "everything from credit cards to phone minutes," while operators taking inbound calls do "everything from tracing lost luggage for U.S. and European airline passengers to solving computer problems for confused American consumers. …

The World Is Flat: A Brief History of the Twenty-First Century

Background
According to a growing body of research, many Latinas/os experience dissonance between their everyday cultural practices and the cultural practices prevalent in engineering. This dissonance contributes to many Latinas/os' sense that engineering is “not for me.”

Purpose
This study sought to explore the meaning in the relationship between engineering cultural practices and the funds of knowledge found in Latina/o adolescents' familial, community, and recreational settings.

Design/Method
This ethnographic study followed seven groups of Latina/o adolescents as they identified problems in their communities and solved them through engineering design processes. Using a modified form of constant comparative analysis, we analyzed three data sources: individual interviews, observations of group meetings, and concurrent or retrospective protocols. We developed a coding scheme that categorized the participants' funds of knowledge as they related to engineering.

Results
The participants' everyday skills and bodies of knowledge aligned with engineering practices. Specifically, their familial, community, and recreational funds of knowledge mapped onto the application of engineering design processes, systems thinking, ethical and empathetic reasoning, knowledge of production and processing, use of communication and construction tools, scientific and mathematical knowledge, and teamwork.

Conclusions
Engineering instruction for Latina/o adolescents can be reconceptualized as a third space of learning and knowing where adolescents' everyday familial, community, and recreational practices are actively solicited and connected with the cultural practices of engineering.

Latina/o Adolescents' Funds of Knowledge Related to Engineering

In this article, the researchers describe and theorize the challenges and promises of exposing preservice teachers' identities to indigenous, critical second language teaching experiences in one study abroad program in Mexico. The eight teacher candidates who participated in this 4-week program were predominantly white, like the majority of teachers of English language learners in the United States today. By analyzing teacher candidates' self-assessments, course work samples, class discussions, focus group sessions, and ethnographic field notes, the researchers found three main themes of identity shifts: becoming socially aware, becoming empaths, and becoming creators of loving classroom spaces. These tentative changes appear to be the result of a carefully crafted curriculum, including the extracurricular activities organized in concert with the social justice language institute with whom the researchers partnered. At the same time, the teacher candidates' identities worked in tensions with former identities already created, such as being excellent “classroom managers.” The researchers show these tensions and realistic hopes regarding the teacher candidates. This program—and other alternatives to preparing preservice teachers attempting to work with culturally and linguistically minoritized communities—can serve as examples of beginning efforts to decolonize curricula. This critical approach to teacher preparation creates cracks between worlds (Anzaldua, 2002) that allow preservice teachers to rethink their identities as second language teachers in local and global contexts.

/pdf/disrupting-ell-teacher-candidates-identities-indigenizing-4vvp335iu5.pdf

Disrupting ELL Teacher Candidates’ Identities: Indigenizing Teacher Education in One Study Abroad Program

Author(s): Sanchez, Patricia; Kasun, G. Sue | Abstract: This essay describes the importance of transnationalism in the lives of U.S. immigrant students and their families and how public school educators and researchers have neither adequately recognized nor situated this lifestyle. The authors discuss globalization and what propels transnational movement and argue that existing immigrant adaptation research from the fields of sociology and anthropology focuses on immigration processes extensively without making connections to the classroom. The authors maintain that transnationalism remains largely under- theorized in educational research. Drawing on their experiences as researchers and teachers, the authors provide a glimpse into the lives of these ‘overlooked’ transnational students through a series of vignettes. The essay concludes by addressing the teaching and learning implications of working with transnational students.

/pdf/connecting-transnationalism-to-the-classroom-and-to-theories-2rk5ldfajh.pdf

Connecting Transnationalism to the Classroom and to Theories of Immigrant Student Adaptation.

This essay describes the importance of transnationalism in the lives of U.S. immigrant students and their families and how public school educators and researchers have neither adequately recognized nor situated this lifestyle. The authors discuss globalization and what propels transnational movement and argue that existing immigrant adaptation research from the fields of sociology and anthropology focuses on immigration processes extensively without making connections to the classroom. The authors maintain that transnationalism remains largely under- theorized in educational research. Drawing on their experiences as researchers and teachers, the authors provide a glimpse into the lives of these ‘overlooked’ transnational students through a series of vignettes. The essay concludes by addressing the teaching and learning implications of working with transnational students.

/pdf/connecting-transnationalism-to-the-classroom-and-to-theories-v0nn6gksal.pdf

Connecting Transnationalism to the Classroom and to Theories of Immigrant Student Adaptation - eScholarship

Drawing upon multisited ethnographic case studies in the United States and Mexico, I demonstrate sobrevivencia, a survivalist way of knowing of Mexican-origin families. Through an underdog mentality, family members persisted and sometimes thrived. However, the grittiness of the underdog mentality did not always work out. By understanding sobrevivencia, educators can better engage transnational families, and researchers can further explore transnational ways of knowing with continuing multisited research.

G. Sue Kasun

Papers

Latina/o Adolescents' Funds of Knowledge Related to Engineering

Disrupting ELL Teacher Candidates’ Identities: Indigenizing Teacher Education in One Study Abroad Program

Connecting Transnationalism to the Classroom and to Theories of Immigrant Student Adaptation.

Connecting Transnationalism to the Classroom and to Theories of Immigrant Student Adaptation - eScholarship

"The Only Mexican in the Room": "Sobrevivencia" as a Way of Knowing for Mexican Transnational Students and Families.