Suchergebnisse

Motivated by our respective intuition about our need for a place called "home," we engaged in methodological bricolage to study the concept. We draw upon methodological traditions of constructivist grounded theory methodology (CHARMAZ, 2006; CHARMAZ & KELLER, 2016) and duoethnography (NORRIS & SAWYER, 2012) to envision and conduct a grounded duoethnography. Ultimately positioning the methodology within a constructivist paradigm, we nevertheless draw upon the complexities of postmodernism and poststructuralism, specifically as invoked in CLARKE's (2009, 2019) situational analysis and NORRIS and SAWYER's (2012) application of Bakhtinian dialogue to create a shared narrative through the exploration of the convergences and divergences of our experiences and expertise. Through these dialogues we identify core concepts related to "home." We elaborate on the background and application of this methodology and briefly describe an example to demonstrate how these concepts have sensitized us as scholars.

Students from nondominant backgrounds face challenges in educational contexts related to finding support and having a sense of belonging. In this study, we focus primarily on race and ethnicity in shaping experiences of nondominance. Using a theoretical framework based upon critical race theory and sense of belonging, we interviewed ten young adults from nondominant backgrounds about their educational experiences in primary, secondary, and tertiary education in the Netherlands. Findings indicate challenges related to interactions with White peers, low teacher support and expectations, and discontinuities between home and school cultures. Sources of support included peers from nondominant backgrounds, religion and faith communities, and family. Implications suggest that teachers and leaders in educational institutions develop their own, and their dominant students', understandings of nondominant students' experiences. Additional arguments for the need to focus on race in the European context and for the affordances of interpretive qualitative inquiry approaches are included.

This case study reports on a history teacher in a multicultural classroom in the Netherlands who is confronted with students' conflicting perspectives on a sensitive topic, namely the Holocaust. We have used Dialogical Self Theory in combination with the historical multiperspectivity framework to make sense of the teacher's considerations and instructional responses. Informed by interactions between three inner-voices (i.e. history teacher, caring teacher, and political citizen) and two inner-other voices (i.e. Jews as victims and 'the resistant boys'), the teacher switches from a temporal focus on the past to a temporal focus on the present. The epistemic, epistemological, and moral consequences of this temporal switching are discussed.