International Handbook of Interpretation in Educational Research (Hardcover, 2015)

Preface: How the Handbook Came into Being; Paul Smeyers .- General Introduction; Morwenna Griffiths, David Bridges, Nicholas C. Burbules, and Paul Smeyers .- The Theoretical Landscape.- Varieties of Interpretation in Educational Research: How we frame the project; Nicholas C. Burbules, David Bridges, Morwenna Griffiths, and Paul Smeyers .- Interpretation, Social Science, and Educational Research; Deborah Kerdeman .- Ethical Problems of Interpretation in Educational Research; Margaret D. LeCompte .- "A Demand for Philosophy": Interpretation, educational research, and transformative practice; Michael Peters .- GENRE 1: Narrative Approaches .- 1.0 Introduction; Marilyn Johnston-Parsons and Michael Watts .- 1.1 Historical Narratives in Ethiopia; Amare Asgedom and Barbara Ridley .- 1.2 Interpreting Street Narratives of Children and Parents in Indonesia; Sophie Dewayani .- 1.3 A Rhetorical Approach to Classroom Narrative Study: Interpreting narration as an ethical resource for teaching in the United States; Mary Juzwik .- 1.4 Dialogue in Narrative Inquiry: Collaboration in doctoral study in the United States; Yuni Sari Amalia, Daniel Johnson Mardones, Marilyn Johnston-Parsons, Wendi Shen, Yun Sun Shin and Jason Swanson .- 1.5 Narrative and the Transmission of Traditions: Informal learning among italian artisan stone carvers; Amy Shuman .- 1.6 Ethnography of Primary School Teaching in Tanzania; Sharon Tao .- 1.7 Life History Research and the Interpretation of Working Class Success in Higher Education in the United Kingdom; Michael F Watts .- 1.8 An Awareness of the Feminist Subject: An example of collective biography writing in poststructuralist discourse practice; Monne Wihlborg .- GENRE 2: Analysis of Language and Significations . - 2.0 Introduction; Jane Mulderrig and Vally Lytra .- 2.1 Using Critical Discourse Analysis to Interpret Educational Policy on School Exclusion in England and Wales; Yo Dunn .- 2.2 Interpreting Websites in Educational Contexts: A social-semiotic, multimodal approach; Emilia Djonov, John S. Knox, and Sumin Zhao .- 2.3 Critical Discourse Analysis and Participatory Action Research in the Netherlands: A new approach to shared processes of interpretation in educational research; Nicolina Montesano Montessori and Hans Schuman .- 2.4 Discourses of Intercultural Communication and Education; Karin Zotzmann .- 2.5 Literacy in the Community: The interpretation of 'local' literacy practices through ethnography; Kate Pahl .- 2.6 Touch Points and Tacit Practices: How videogame designers help literacy studies; Jennifer Rowsell .- 2.7 'Enabling' Participatory Governance in Education: A corpus-based critical analysis of policy in the United Kingdom; Jane Mulderrig .- 2.8 Moving from "Interesting Data" to a Publishable Research Article - Some interpretive and representational dilemmas in a linguistic ethnographic analysis of an English literacy lesson; Julia Snell and Adam Lefstein .- GENRE 3: Ethnography of Education: Sociological and anthropological approaches. - 3.0 Introduction; Francesca Gobbo and Kathryn Anderson-Levitt .- 3.1 People "of Passage": An intercultural educator's interpretation of diversity and cultural identity in Italy; Francesca Gobbo .- 3.2 Constructing Collaborative Interpretations. Children as co-researchers in an ethnographic study in Argentina; Diana Milstein .- 3.3 Learning to Survive in Sri Lanka: Education and training in times of catastrophe; Mara Benadusi .- 3.4 Negotiating the Boundaries Within: An anthropologist at home in a multiethnic neighborhood in urban Japan; Yuko Okubo .- 3.5 Us and Them - What categories reveal about Roma and non-Roma in the Czech Republic; David Doubek, Marketa Levinska .- 3.6 Working Backwards - A methodological autobiography; Deborah Golden .- 3.7 Observing Schools in Disadvantaged Neighborhoods in France; Jean-Paul Payet .- 3.8 Doubly Reflexive Ethnography for Collaborative Research in Mexico; Gunther Dietz and Aurora Alvarez Veinguer .- GENRE 4: Ethnography