Access. A Zone of Comprehension and Intrusion - download pdf or read online

By Brinda Jegatheesan

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1980). The teacher as colleague in classroom research. In: H. Trueba, G. Guthrie & K. Au (Eds), Culture in the bilingual classroom: Studies in classroom ethnography. Rowley, MA: Newbury House. Foster, M. (1995). Like us but not one of us: Reflections on a life history study of AfricanAmerican teachers. In: G. Etter-Lewis & M. Foster (Eds), Unrelated Kin: Race and gender in women’s personal narratives (pp. 215–224). New York and London: Routledge. Gopalan, P. (1997a). The home and the world: Everyday interactions between ‘‘learners’’ and ‘‘teachers’’ in the Shakti Valley, India.

This could be the case, for instance, where highly racist beliefs are held by participants and this is backed up by threats to action these beliefs and cause harm to others. Again codes often do not provide adequate help for dealing with disclosure and the difficult choices that researchers may have to make around this issue. The chapter then breaks into two sections to discuss the authors’ own field experiences and privacy. Lee-Treweek focuses upon her research with disabled children living in rural England and Bourne-Day on projects that worked with refugee and asylum seekers in Staffordshire, England.

For me, experiencing disability did provide a sense of kinship with others who were also disabled and I had an intense wish to help others within the research process as far as possible. On a more pragmatic note, it would also be fair to say that my identity as a disabled woman was useful in gaining access and trust in the field. In particular I was able to discuss, with the parents, disability as a real issue in my own life and one which I would sensitively handle. However, despite the utility of my status in negotiating with gatekeepers, it was also problematic on a number of levels, many of which I had not planned for.

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Access. A Zone of Comprehension and Intrusion by Brinda Jegatheesan

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