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Dimitriadis, Greg – International Journal of Qualitative Studies in Education (QSE), 2011
The question of "resistance" has oriented the field of critical ethnography for several generations now. Indeed, the reproduction-resistance binary has animated much of the most important, critical work in educational studies over the last 30 years. Yet, this reproduction-resistance binary has perhaps calcified in recent years. Such work…
Descriptors: Ethnography, Critical Theory, Resistance (Psychology), Youth
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Davis, Julius – International Journal of Education in Mathematics, Science and Technology, 2014
There is a growing body of research focused on the mathematical experiences of Black males in the United States of America. This research has emerged to challenge the dominant narrative in mathematics education focused on Black males' low performance on international, national, and state standardized tests. There is very little research that has…
Descriptors: Males, African American Students, Urban Schools, Middle School Students
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Chavez, Minerva S. – Equity & Excellence in Education, 2012
This article investigates the role of autoethnographic research as the methodological tool of choice for a Chicana who positions herself along the liminal perspective. I posit that "testimonios", autobiographical educational experiences, must be used as valid ethnographic research to contribute to existing knowledge around issues of…
Descriptors: Urban Schools, Race, Equal Education, Educational Research
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Nolan, Kathleen M. – International Journal of Qualitative Studies in Education (QSE), 2011
Early resistance theorists analyzed working class students' oppositional behavior at a time of high availability of viable jobs in manufacturing. They argued that oppositional behavior constituted a rejection of middle class culture motivated by an implicit understanding of the myth of meritocracy. But times have changed. This paper seeks to…
Descriptors: Credentials, Working Class, Middle Class, Behavior Problems
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Lakes, Richard D.; Bettis, Pamela J. – Journal of Vocational Education Research, 1995
Presents postpositivism as a useful method for understanding the cultural context of work. Highlights the critical theory approach, presenting qualitative studies that use this framework. Recommends critical research as a way to achieve the democratic transformation of schools and workplaces. (SK)
Descriptors: Critical Theory, Cultural Context, Education Work Relationship, Educational Change