자연주의적 탐구조사(Naturalistic Inquiry)

We may not be able to make you love reading, but archaeology of knowledge will lead you to love reading starting from now. Book is the window to open the new world. The world that you want is in the better stage and level. World will always guide you to even the prestige stage of the life. You know, this is some of how reading will give you the kindness. In this case, more books you read more knowledge you know, but it can mean also the bore is full.

The archaeology of knowledge

This article presents a model for quality in qualitative research that is uniquely expansive, yet flexible, in that it makes distinc- tions among qualitative research's means (methods and practices) and its ends. The article first provides a contextualization and rationale for the conceptualization. Then the author presents and explores eight key markers of quality in qualitative research including (a) worthy topic, (b) rich rigor, (c) sincerity, (d) credibility, (e) resonance, (f) significant contribution, (g) ethics, and (h) meaningful coherence. This eight-point conceptualization offers a useful pedagogical model and provides a common language of qualitative best practices that can be recognized as integral by a variety of audiences. While making a case for these markers of quality, the article leaves space for dialogue, imagination, growth, and improvisation.

Qualitative Quality: Eight “Big-Tent” Criteria for Excellent Qualitative Research

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

The global community of qualitative researchers is midway between two extremes, searching for a new middle, moving in several different directions at the same time. Mixed methodologies and calls for scientifically based research, on the one side, renewed calls for social justice inquiry from the critical social science tradition on the other. In the methodological struggles of the 1970s and 1980s, the very existence of qualitative research was at issue. In the new paradigm war, “every overtly social justice-oriented approach to research . . . is threatened with de-legitimization by the government-sanctioned, exclusivist assertion of positivism . . . as the ‘gold standard’ of educational research” (Wright, 2006, pp. 799–800). The evidence-based research movement, with its fixed standards and guidelines for conducting and evaluating qualitative inquiry, sought total domination: one shoe fits all (Cannella & Lincoln, Chapter 5, this volume; Lincoln, 2010). The heart of the matter turns on issues surrounding the politics and ethics of evidence and the value of qualitative work in addressing matters of equity and social justice (Torrance, Chapter 34, this volume). In this introductory chapter, we define the field of qualitative research, then navigate, chart, and review the history of qualitative research in the human disciplines. This will allow us to locate this handbook and its contents within their historical moments. (These historical moments are somewhat artificial; they are socially constructed, quasi-historical, and overlapping conventions. Nevertheless, they permit a “performance” of developing ideas. They also facilitate an increasing sensitivity to and sophistication about the pitfalls and promises of ethnography and qualitative research.) A conceptual framework for reading the qualitative research act as a multicultural, gendered process is presented. We then provide a brief introduction to the chapters, concluding with a brief discussion of qualitative research. We will also discuss the threats to qualitative human-subject research from the methodological conservatism movement, which was noted in our Preface. As indicated there, we use the metaphor of the bridge to structure what follows. This volume provides a bridge between historical moments, politics, the decolonization project, research methods, paradigms, and communities of interpretive scholars.

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The Discipline and Practice of Qualitative Research

Introduction: Childhood and the Postcolonial (Who we are and why we address these issues) I. The Construction of Colonizing Power Chapter 1: Postcolonial Theories and the Magnitude of Modernist Colonialism Chapter 2: Technologies of Power, Colonizing Structures and Discourse II. The Colonization of Those Who are Younger Chapter 3: Childhood as Adult Occupied Territory Chapter 4: Education, Teaching Methodologies, and Materialism Chapter 5: Disciplining Bodies of the "Other" III. Imperialism Continued Chapter 6: "Good" Intentions: Saving Other Peoples Children Chapter 7: Invisible Colonialism: Education, Economics, Technology, & Family IV. Generating Possibilities for Decolonization and Resistance Chapter 8: Human Agency, Power, and Difference Chapter 9: Hearing from Outside: Reconceptualizing Education and Research Chapter 10: Reinventing Public Policy and Human Services

Childhood and Postcolonization: Power, Education, and Contemporary Practice

Years ago, while on a European trip, I met a former student of Pierre Bourdieu's-a bright, witty, and amusing fellow who'd studied in France with the great man. He recounted a story of how some of the most profound theoretical statements in postmodern times eventuated. He was sitting in on a conversation with Bourdieu and a half dozen of his colleagues and their own doctoral students while the senior professors were discussing the meaning of the rise of feminism, identity politics, postcolonial critiques (particularly from out of North Africa, where France had had a presence for many years in Algeria), poststructural critiques of literary theory, and the like. There was great consternation among the sociologists for what they believed to be displacement of their rightful ownership of the Great Ideas of Western history. After some serious and lengthy discussion of what to do about these women, colonial peoples, and other interlopers into the canon, Bourdieu is reported to have expostulated vehemently, All right [Eh, bien].... If we cannot be the center, there IS no center! [Si nous ne peut pas etre le centre, il n'y a pas le centre!]

Dangerous Discourses: Methodological Conservatism and Governmental Regimes of Truth:

The recently conducted "Study of the Education of Educators" (Edmundson, 1990; Goodlad, 1990; Sirotnik, 1990) has demonstrated that the curriculum for teacher education must be reformulated. To most adequately address the needs of other learners, a teacher must first understand him/ ■■■■■■■■■■■ herself as a learner. How does it feel to be confused? G aile S. Cannella is a What happens when a peer proposes an idea that visiting associate contradicts my own thoughts? How am I similar and professor in the different from other individuals in my own cultural Department of community? This very personal understanding of Educational Curriculum learning creates the openness and flexibility for and Instruction, College comprehending the learning of others. of Education, Texas AM Judith C. Reiff is ing teachers who are empowered learners, indi an associate professor in viduals who understand processes of human concept the College of Education, construction, first for themselves and consequently The University of for students in their classrooms (Fosnot, 1989). Al Georgia, Athens. though reform movements are commendable and

Individual Constructivist Teacher Education: Teachers as Empowered Learners.

A discourse of education has emerged that legitimizes the belief that science has revealed what younger human beings are like, what we can expect from them at various ages, and how we should differentiate our treatment of them in educational settings. Recent poststructuralist, critical, and postmodern work has called to question the notion of predetermined, universal childhoods that require particular forms of educational experience determined by scientific discovery and by human beings who are older. The purpose of this article is to further problematize the discourse of education that has justified the construction of younger human beings as the ‘other’ and legitimizes the continued regulation of their lives through the institution of education. This particular problematization is based on and limited by the work of Foucault and addressed from two positions: (1) rules that govern the discourse of education; and (2) disciplinary technologies that produce docile bodies as objects that yield to the discourse.

The Scientific Discourse of Education: Predetermining the Lives of others — Foucault, Education, and Children

Recent legislative and executive orders that mandate preferred methods for evaluating the No Child Left Behind Act of 2001 signal a much larger movement in the social sciences. Attacks stemming from the “culture wars” of the 1990s have spread to forms of research labeled “unscientific,” including postmodern research and qualitative research. Examination of the sources of the attacks reveals a wide network of new and recent foundations with decidedly right-wing political views, the establishment and growing power of the National Association of Scholars, and other well-funded efforts to discredit research that uncovers and exposes deep inequities in social life and schooling on gender, race, social class, religion, and/or sexual orientation. Each of these well-funded sources of attack is discussed and the agenda of each is dissected.

Gaile S. Cannella

Papers

Childhood and Postcolonization: Power, Education, and Contemporary Practice

Dangerous Discourses: Methodological Conservatism and Governmental Regimes of Truth:

Individual Constructivist Teacher Education: Teachers as Empowered Learners.

The Scientific Discourse of Education: Predetermining the Lives of others — Foucault, Education, and Children

Qualitative Research, Power, and the Radical Right