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Promoting professional growth to build a socially just school through participation in ethnographic research
Department of Educational Sciences, University of Zaragoza, Zaragoza, Spain.
University of Borås, Faculty of Librarianship, Information, Education and IT. (PAUS)
2021 (English)In: Professional Development in Education, ISSN 1941-5257, E-ISSN 1941-5265, Vol. 47, no 1, p. 115-127Article in journal (Refereed) Published
Sustainable development
According to the author(s), the content of this publication falls within the area of sustainable development.
Abstract [en]

We have used the concept of ethnography as explanatory critique in earlier research in three projects in Spain relating to teacher professional development and leadership for socially just schools. This research involved participant observations, interviews, informal conversations, document analysis and virtual ethnography. However, we have also conducted a meta- ethnographic analysis on research products from the projects. Our intention was to try to identify any potentially common themes and ideas concerning how interaction between researchers and participants may have influenced the research and the contexts they were part of as a means to generate useful knowledge for leadership and professional development for educational change and social justice. We describe and analyse these themes in the present article and conclude by highlighting key aspects and possible implications.

Place, publisher, year, edition, pages
Taylor & Francis, 2021. Vol. 47, no 1, p. 115-127
Keywords [en]
Ethnography, Professions, Social Justice
National Category
Pedagogical Work
Research subject
Teacher Education and Education Work
Identifiers
URN: urn:nbn:se:hb:diva-23736DOI: 10.1080/19415257.2020.1814385ISI: 000565963800001Scopus ID: 2-s2.0-85089863540OAI: oai:DiVA.org:hb-23736DiVA, id: diva2:1461547
Available from: 2020-08-27 Created: 2020-08-27 Last updated: 2021-07-07Bibliographically approved

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Beach, Dennis

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