Return-Path: <nifl-4eff@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id f4H1Ohf22665; Wed, 16 May 2001 21:24:43 -0400 (EDT) Date: Wed, 16 May 2001 21:24:43 -0400 (EDT) Message-Id: <18.cf2fa00.283481de@aol.com> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-4eff@literacy.nifl.gov Originator: nifl-4eff@literacy.nifl.gov Sender: nifl-4eff@literacy.nifl.gov Precedence: bulk From: DEBBYDAM@aol.com To: Multiple recipients of list <nifl-4eff@literacy.nifl.gov> Subject: [NIFL-4EFF:1590] RE: The K12 School Experiences of High School Dr X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: AOL 5.0 for Windows sub 138 Content-Transfer-Encoding: 7bit Content-Type: text/plain; charset="US-ASCII" Status: O Content-Length: 946 Lines: 13 I hardly think the kind of longitudinal careful interviewing Steve is doing is rigid objectivist science. I think we need to stop using terms that polarize research either into ethnographic or quantitative categories. As Steve has indicated, there are many dimensions to his research. Speaking as an anthropologist, I'm not sure that all research identifying resistance has been ethnographic or qualitative, for that matter, nor is the latter the only kind of research that can uncover resistance. What is bad science is to throw around gross generalizations without knowing the full story of the study. Learning that not all adults with low literacy harbor resistance to schooling, in my mind, in no way undermines progressive pedagogy. The latter, especially in the Frierian interpretation, involves adults in naming their consciousness of and resistance to many kinds of oppression, not just school based domination. DD
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