teacher as ethnographer: Negotiating identity with a student community in Northern Cyprus, The | McGill Journal of Education | Find Articles at BNET
ABSTRACT. This paper offers an illustration of a university teacher in the humanities representing her own classroom practice. It recommends a dialogic model of the teacher as ethnographer, after the interlocutionary model proposed for anthropological study by the writings of James Clifford and others. The paper draws on material from three years' teaching experience in the Turkish Republic of Northern Cyprus, and recommends a model of classroom as `society,' comprised of both students and teachers. It views the results of prolonged classroom interaction as a concrete 'utterance' in the Bakhtinian sense, and explores the textual representation of this dialogic relationship.
ABSTRACT. This paper offers an illustration of a university teacher in the humanities representing her own classroom practice. It recommends a dialogic model of the teacher as ethnographer, after the interlocutionary model proposed for anthropological study by the writings of James Clifford and others. The paper draws on material from three years' teaching experience in the Turkish Republic of Northern Cyprus, and recommends a model of classroom as `society,' comprised of both students and teachers. It views the results of prolonged classroom interaction as a concrete 'utterance' in the Bakhtinian sense, and explores the textual representation of this dialogic relationship.
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