art·I/f/act·ology-Reference-Cited by-同舟云学术

art·I/f/act·ology

Published:2008-06-27 Issue:6 Volume:14 Page:851-864
ISSN:1077-8004
Container-title:Qualitative Inquiry
language:en
Short-container-title:Qualitative Inquiry

Author:

Brogden Lace Marie¹

Affiliation:

1. University of Regina, Canada,

Abstract

Contemporary curriculum theorists conceptualize curriculum, schooling, and the teacher as sites of discursive production and as dwelling places for theory. Drawing on memory work around childhood report cards, this article uses commonplace artifacts to reassemble autoethnographic memory. In sifting through memories and artifacts, the author combines notions of archaeology and bricolage with writing as inquiry, proposing art·I/f/act·ology as research method. This approach to autoethnographic research is conceptualized as a way to blend art and reflective practice, generating alternate ways of understanding curriculum as lived.

Publisher

SAGE Publications

Subject

Social Sciences (miscellaneous),Anthropology

Link

http://journals.sagepub.com/doi/pdf/10.1177/1077800408318301

Reference25 articles.

1. Bochner, A.P. & Ellis, C. (1996). Talking over ethnography. In C. Ellis & A. P. Bochner (Eds.), Composing ethnography: Alternative forms of qualitative writing (pp. 13-45). Walnut Creek, CA: AltaMira Press.

2. Not Quite Acceptable

3. Chambers, C. (2003). As Canadian as possible, under the circumstances: A view of contemporary curriculum discourses in Canada. In W. Pinar (Ed.), International handbook of curriculum research (pp. 221-252). Mahwah, NJ: Lawrence Earlbaum.

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