Researching children's schooling identities: Towards the development of an ethnographic methodology

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Abstract

This paper argues that there is merit in the study of students' identity constructions as a means of understanding inequalities in schooling outcomes. However, the effectiveness of such accounts remains limited by the hiatus between the identity theories deployed in research studies and the empirical data used to illuminate such theories. The methodology by which interview protocols are used in relation to identity theories is tacit or unclear. This paper aims to address this issue by developing a methodology of identity construction for students in schools that makes explicit the links between theory, methods and data. In applying this methodology to an analysis of one longitudinal case study example, its utility is illustrated.
Original languageEnglish
Pages (from-to)69-109
Number of pages41
JournalReview of Education
Volume2
Issue number1
Early online date3 Jul 2014
DOIs
Publication statusPublished - 3 Jul 2014

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