比較教育學批判人類學研究

1、Page 1INSERT LOGOCritical Ethnography in the Study of Comparative EducationThe Stories People Tell: teaching narrative research methodology in New ZealandPage 2INSERT LOGOAnthropology: the study of the human race, especially of its origins, development, customs and beliefs.Ethnography: the scientifi

2、c description of different races and cultures（主要方法）Class Ethnography（強、張、馬） “田野法”Narrative Research and Analysis （Bereday）Functionalism: the idea or belief that the most important thing about the style or design of a object is how it is going to be used, not it will look.Structuralism: a theory that

3、 considers any text as a structure whose various parts only have meaning when they are considered in relation to each other. 機能主義是機能主義是與構(gòu)造主義構(gòu)造主義是相對立的一個學派。機能主義機能主義與實用主義哲學緊密聯(lián)系在一起。機能派認為，意識是機體適應環(huán)境達到生存目的的工具，它認為，意識狀態(tài)是一種連續(xù)不斷的整體，稱之為“思想流、意識流或主觀生活流”；人和動物的心理活動都是“本能”沖動的作用。機能主義是近代心理學發(fā)展中與構(gòu)造主義相對抗而形成的一種學術思想，它主張心理學的

4、目的不在于把心理分解為一些元素，而在于研究心理適應環(huán)境的機能作用。 。構(gòu)造主義構(gòu)造主義認為，心理學的研究對象是意識經(jīng)驗，即心理經(jīng)驗的構(gòu)成元素及結(jié)合的方式與規(guī)律，并主張心理學應該用實驗內(nèi)省法研究意識經(jīng)驗的內(nèi)容或構(gòu)造，找出意識的組成部分及它們?nèi)绾谓Y(jié)合成各種復雜心理過程的規(guī)律 。導入：導入：Page 3INSERT LOGO主要結(jié)構(gòu)：主要結(jié)構(gòu)：123456sociological approaches sociological approaches sociological approaches sociological approaches anthropological approaches i

5、nterpretative approaches critical approachescritical ethnography Narrative Research and Analysis（繼承發(fā)展）（繼承發(fā)展）（繼承發(fā)展）（繼承發(fā)展）（促進）Page 4INSERT LOGOThe basic core of these methods in considering problems in educational research remains the same: the basic coredefine objective methods of researching the soc

6、ial world?understand as accurately as possible the subjective understandings？social research forever blur the objective/subjective distinctionredefinition of social research itself? Heart: discussion of research methodology in social science / the study of comparative education. The history of the d

7、evelopment of educational research demonstrates the interplay(相互作用相互作用) of thought on these three questions.Page 5INSERT LOGOSociological Approachescriticismdescription Functionalist (機能主義者，實用主義者)Approaches the concept of functions: the notion of a structure consisting of a set of relations amongst

8、unit entities, the continuity of the structure being maintained by a life-process made up of the activities of the constituent units. The analogy of the social functioning of society with the biological functioning of the human body using positivist(實證主義者) conceptions of social science.Mafeje the po

9、sitivist functionalist ideas were the ultimate bourgeois(資本家) conceptions of society which kept the proletariat (無產(chǎn)階級）from realizing their condition. Historical relativism (歷史相對主義者)of Max Weber: normative judgments from factual statements. think of science as autonomous and morally neutral . This me

10、thod of Max Weber influents the direction of educational research, it emphasizes strongly on the individual as the unit of analysis and the collection of objective data on a large scale.unit entityrelationsstructureactivitiesa life-processPage 6INSERT LOGOAnthropological Approachescriticismdescripti

11、on a parallel development (ethnographic approaches to the study of society) Typologies of anthropologists Functionalist anthropologySociology became a science which examines large-scale societies and developed research strategies which could manage large amounts of data,.anthropology tended to remai

12、n rooted in small-scale participant-observation modes of research. until the last decade or so the use of traditional anthropological methods in educational research has been sporadic(零星的、分散的)anthropology of education The framework ofThe theoretical underpinnings(支柱) of them remain firmly functional

13、istthe subjective/objective dichotomy(二分法)Lead to a discussion of the more subjective, philosophical and symbolic interactionist approaches.Interpretative approachesCritical ethnography/approachestranscend(超越超越)the limitations of a functionalists social science.anthropology of education Sociology of

14、 education functionalist anthropology in a functionalist frameworkPage 7INSERT LOGOInterpretative Approachescriticismdescription Their fundamental assumption: To study the formal structure of social institutions (educational systems)typologiesTo survey the effects of such institutions in terms prede

15、fined by the researcher empirical research The task: to uncover the workings (操作方式)of educational systems in terms of their meanings for the participants. Interpretative approaches Symbolic interactionist Phenomenological Ethnomethodological The“ new” sociology of education Richard Heyman: criticize

16、s the supposed objectivity of various categories of measurement used in macrocosmic research and the use of large-scale questionnaire surveysrefer to peoples subjective interpretation of them.（future directions for comparative education） the “new” sociology The drawbacks of doing classroom research

17、with little reference to the surrounding social structure are evident as with other phenomenological approaches. how issues in comparative education might be illuminated (照亮)by Interpretative approaches. the trivia of everyday school life are put into the taken-for-granted categories of questionnair

18、es or Checkoff observation sheets these interpretative approaches could be used to advantage to dissect (剖析剖析)the taken-for-grantedness. (宏觀和微觀相結(jié)合宏觀和微觀相結(jié)合) inadequate the phenomenological approach: the meaning of events and processes. Comprehends (包含)a far larger philosophical orientation toward und

19、erstanding the subjective interpretation of events. the ethnomethodologist(民族學方法論)：the fragility(脆弱) of tacit(不言而喻的) understandings underlying daily social interactions.to be rigorous in the microanalysis of small segments of interaction.Page 8INSERT LOGOCritical Approachescriticismdescription inter

20、pretative approaches Critical approaches :are linked to a general theory of society and a concept of social structure which exists beyong the actors perception of it. distinguished by their connection to theoretical persectives Functionalist approaches Conflict sociology Structuralist and neo-Marxis

21、t approaches critical approaches emphasize: class conflict. the dissimilar interests of various classes. their differing relationship to the workings of the educational system. greater utility (besides the emphasis on personality traits): the theory of correspondence : the social relations of produc

22、tion are mirrored in the social relations of education.(例子：Canada) Neo-Marxist approaches Neo-Marxist interpretations of school life have questioned the established categories of education and have raised fundamental questions about the social control functions of schools and the social contradictio

23、ns they create or participate in.the comparative study of the worldwide trend toward “enlightenment”(教化、啟蒙教化、啟蒙) would be an interesting and rich field for research.(a first step away from)(antithetical) caution concerning struturalist approaches: an overemphasis on the formal properties of educatio

24、nal systems can lead back to the classic definition of comparative education as the comparison of national system of education and their structures. (regional , class, and ethnic interests are so poorly served in centralized educational systems.) Cultural l忽略 need to fulfill their function the ethno

25、graphy of visible form is limited: an absent or at least silent centre beneath the splendid bedizenment (華麗的衣著)of a culture.( eg: deskillrely on outside factorsundeveloped)Page 9INSERT LOGOCritical Ethnography criticismdescription Critical ethnography refer to studies which use a basically anthropol

26、ogical, qualitative, participant-observer methodology. Theoretical basses: critical sociology and philosophy ethnography: the main emphases are on participant-observation of the small scale as a method, with an attempt to understand the culture and symbolic life of the actors involved . Critical eth

27、nography: the only way of studying the techniques that schools and teachers use to organize, model, practice, and reward the behaviors that socialize students into the technological rationality is in critical ethnography.the process of educational entropy (函數(shù)、條件函數(shù)、條件)which consists of the ever more

28、effective spread of certain old and new forms of rationality could be a most challenging new field of research in comparative education.Narrative research methodology The ethnographic account, for all its faults , records a critical level of experience and through its very biases insists on a level

29、of human agency which is persistently overlooked or denied.Page 10INSERT LOGONarrative Method(結(jié)合具體實例講)cognitiveethical experiential hermeneutic semiotic methodCognitive lens: the classification of objects, ideas and knowledge in metacognition.(元認知)Semiotic lens: the use of metaphor and innuendo(影射、暗

30、示) in creating new meaning.Experiential lens: the researchers mindfulness of self in relation to narrator/text; of affective behaviours, aesthetic and sensory experience; of relationships between verbal and non-verbal communication-the embodiment of experience in body and spirit.Ethical lens: the de

31、gree of ethical validity in context, including understanding of the continuum from personal morality to political and legal ethical contexts.Hermeneutic lens: the critical interpretation of the context of culture, situation and the narrative event, especially from the cultural dimensions of time and

32、 space, both in the bounded situation and historical text.Page 11INSERT LOGOcognitive lens cognitive classificationsthe structures of landscapes of action and of consciousness. Function: a filtering process(暗喻) (whether it includes a value orientation, a moral attitude, a perception of persons, or a

33、 classification of physical stimuli）by categories, a person sorts out and responds to the world about him, reflects deeply the culture into which he is born. There is a strong connection between ways in which individuals organize information into categories and ways in which they adapt to new situat

34、ions in unfamiliar contexts. Categorization is a way of giving meaning to stimulation from the world and individuals who are socialized in the same culture will categorise and interpret situations and behaviours similarly, and therefore have similar expectancies. The broader the categories, the more

35、 likely it is the new contexts can be tolerated, different meanings can be accommodated more easily with broad categories.Page 12INSERT LOGOsemiotic lens Semiotic: the study of signs and symbols and of their meaning and use.符號學。 核心詞：metaphor a powerful mechanism: induce insight into meaning.The abil

36、ity to see and understand the truth about people or situations; an understanding of what sth is like.mechanism 構(gòu)造、組織構(gòu)造、組織：parts of an organism or system which work together.辦法、技巧、途徑辦法、技巧、途徑：method or procedure for getting things done. domain Adomain B(bridge)cognitive and emotional relationcommon me

37、anings to emergePage 13INSERT LOGO Ricoeur: a mediating deviceself-understanding be mediated by signs, symbols, texts.ideasobjects(picture)projected into the minds of the interlocutorsdescribe the relationshipscreate meaningPage 14INSERT LOGO alerta common culture background:the metaphor acts as an

38、easy filtering process to create meanings in shorthand. Intercultural background:In intercultural narrative discourse, the metaphor alerts participants to differences in conceptualisation.(概念化)two examples:metaphor can alert those from other cultures to differences that might exist about the interpr

39、etation of a seemingly common idea.1. an educator may use a number of military metaphors in relation to her or his task.captive audiencegoing insetting targetsAlternatively, the teacher may use metaphors connoting care or collegiality using more reflective words.cultural filteringdifferent interpret

40、ationevidence of biasPage 15INSERT LOGO2. Mueckes account of Australian Aboriginality.Imagine that history is a reservoir of water.colonial interpretation:an Aboriginal person who wishes to understand history might swim in that reservoir and become immersed in it.post-colonial interpretation:a Europ

41、ean historian might instead take a small container, dip it into the reservoir, remove a small sample and examine the water. The sample, once analysed, is casually tossed back in, or cast aside.Page 16INSERT LOGOexperiential lens need to interpret the narrative differently depending on the experienti

42、al lenses of the observers。 (例子) cultural traditions were stronger than school-based ideas and that gender equity policy was not likely to be implemented easily.Page 17INSERT LOGOethical lens one of the most complex filters employed in communication is that concerning the ways in which people identi

43、fy questions of justice and rightness. All narrative has a beginning, middle and an ending, but more importantly, has the presence of a moral issue as an essential criterion for telling a story. General principles or not？ A monocultural situation An intercultural situationPage 18INSERT LOGOhermeneut

44、ic lens concern the interpretation of time and space, the near and far, the present and the past. There is no narrative without a context and a particular situation in which to locate the intention of the narrator.research past narratives, compared with current ethnographic research, understanding a

45、nd interpreting this context of situation is crucial for any analysis.Page 19INSERT LOGOintroduction human life is narratively structured and constructed, narrative research captures the lived experience of human interaction. Background： A postcolonial era of globalization (at a critical stage, full of complexity) need a qualitative approach to research the need for narrative research as a driving methodology in comparative and interna