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Title: Rethinking the significance of ‘critical’ in critical ethnography ofeducation on the basis of Foucault’s philosophy
Authors: Chia-Ling Wang
Contributors: 國立臺灣海洋大學:教育研究所
Keywords: critical ethnography ; critique ; educational research ; Foucault
批判民族誌 ; 批判 ; 教育研究 ; 傅柯
Date: 2013-12
Issue Date: 2016-10-28T07:02:52Z
Publisher: 國民教育學報
Abstract: Abstract:The aim of this paper is to rethink the significance of the word 'critical' in critical ethnography in educational research. The conventional practice of critical ethnography in education is dedicated to the emancipation of oppressed groups from their experience of inequality. This approach, however, has become a norm, a dominant thinking of what is meant by "critical" within critical ethnography. Drawing on Foucault's concept of critique, I argue that the first implication of this concept is "how not to be governed" by the conventional thinking of critical ethnography. Second, writing and reading research in critical ethnography can be regarded as a virtue, an ethical practice to transform the limits of subjugation or to invest the desubjugation of the subject. Rather than investigating an unquestionable truth, it explores both the knowledge of what we are and the possibility of rejecting what we are.
Relation: 10, pp.1-20
URI: http://ntour.ntou.edu.tw:8080/ir/handle/987654321/38708
Appears in Collections:[教育研究所] 期刊論文

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