Full Description
Researching Education for Social Justice in Multilingual Settings provides innovative guidance on carrying out qualitative research in education by offering a wide range of examples of research projects with a focus on the methodologies and data collection strategies used. Rather than decontextualised 'how-to' advice, the book offers insights into the complexities of actually carrying out research in multilingual settings.
In this practical guide, examples of real-life projects are framed by chapters providing a theoretical background to the principles of ethnography and to the processes and practices of qualitative research, focusing on data generation and collection strategies. Case study chapters offer a rich understanding of the detail of qualitative research in education from the points of view of people who have engaged in it. Moreover, the book promotes understanding of current research that aims to make a difference to pupils, students, teachers and families whose diverse languages and cultural experiences are not fully valued in society and in mainstream education contexts. Pedagogical features that support private study and use on courses include a glossary of key terms, guiding questions for reading at the start of each section, and discussion questions to promote reflection as well as suggestions for further reading.
Researching Education for Social Justice in Multilingual Settings is a supportive guide to the principles of ethnography and the processes of qualitative research for all those wishing to investigate complex problems in multilingual education settings.
Contents
Foreword, Eve Gregory (Goldsmiths, University of London, UK)
Acknowledgements
Introduction
1. Principles and Processes of Ethnographic Research in Multilingual Settings, Jean Conteh (University of Leeds, UK)
Part I: Conceptualising the Research Project
Introduction to Part I , Jean Conteh (University of Leeds, UK)
2. Stories of Becoming Bilingual in Complex Contexts, Yi XiLaMuCuo (Northwest University for Nationalities, China)
3. Misrecognition Performances of Multilingual Social Consciousness in the Lives of British-Pakistani Muslim Teachers, Nasir Mahmood (University of Leeds, UK)
4. An Ethnographic Study of Young People from Poor Rural Sindh, Pakistan, Ambreen Shariar (University of Sindh, Pakistan)
Part II: Developing the Research Processes
Introduction to Part II, Jean Conteh (University of Leeds, UK)
5. Reflecting on My Positionality as a Multilingual Researcher, Chisato Danjo (University of York St. John, UK)
6. A Narrative on the Use of Interviews to Shape an Ethnographic Research into Family Language Practices, Indu Meddegama (University of York St. John, UK)
7. Making Young People's Voices Audible in Ethnographic Research, Robert Sharples (University of York St. John, UK)
8. Liquid Methodologies in Researching Multilingual Street Performance, Jessica Bradley (University of Leeds, UK)
Part III: Reflections on Processes and Outcomes
Introduction to Part III, Jean Conteh (University of Leeds, UK)
9. Exploring the Influences of Social Background and Parental Concern on Pupils' Participation in Ability Based Groups, Samyia Ambreen (University of Leeds, UK)
10. Insider and Outsider Perspectives on the Researcher's Role, Valerie Nave (University of Leeds, UK)
11. Participant Observations in Community Language Schools in Australia, Janica Nordstrom (University of Sydney, Australia)
12. Striving for Participation in a Case Study of Bilingual Children's Experiences of Language and Identity in State Primary Schools in Cyprus, Katherine Fincham-Louis (University of Nicosia, Cyprus)
13. Drawing the Threads Together and Telling the Stories, Jean Conteh (University of Leeds, UK)
Glossary
Index
