School Sites and the Haunting of History: Unmasking the Past in Field-Based Research
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| Title: | School Sites and the Haunting of History: Unmasking the Past in Field-Based Research |
|---|---|
| Language: | English |
| Authors: | Ferguson, Daniel E. (ORCID |
| Source: | International Journal of Qualitative Studies in Education (QSE). 2021 34(9):843-856. |
| Availability: | Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Elementary Education High Schools Secondary Education |
| Descriptors: | Privacy, Educational Research, History, Qualitative Research, Elementary Schools, High Schools, Public Schools, School Location, Field Studies, Stakeholders |
| Geographic Terms: | New York, Pennsylvania (Philadelphia) |
| DOI: | 10.1080/09518398.2021.1942301 |
| ISSN: | 0951-8398 |
| Abstract: | In field-based research, masking practices, as well as the general practice of relegating historical context to abstracted 'site descriptions' in a paper's methodology section, can produce a tacit inattention to historical specificity. By juxtaposing two case studies of schools, this article examines the ways school sites are haunted by histories--that is, how the past is revived and revised in the present, and in turn what this means for field-based qualitative inquiry. Pairing archival and field-based methods, we trace how the haunting of history animated the present-day practices of stakeholders in two schools. In doing so, we show how history itself became an actor in these sites--as something administrators and teachers put to work in their approaches to schooling--and suggest expanding views of unmasking within qualitative inquiry that allow for these ghosts of the past to announce themselves more openly. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1314330 |
| Database: | ERIC |
| Abstract: | In field-based research, masking practices, as well as the general practice of relegating historical context to abstracted 'site descriptions' in a paper's methodology section, can produce a tacit inattention to historical specificity. By juxtaposing two case studies of schools, this article examines the ways school sites are haunted by histories--that is, how the past is revived and revised in the present, and in turn what this means for field-based qualitative inquiry. Pairing archival and field-based methods, we trace how the haunting of history animated the present-day practices of stakeholders in two schools. In doing so, we show how history itself became an actor in these sites--as something administrators and teachers put to work in their approaches to schooling--and suggest expanding views of unmasking within qualitative inquiry that allow for these ghosts of the past to announce themselves more openly. |
|---|---|
| ISSN: | 0951-8398 |
| DOI: | 10.1080/09518398.2021.1942301 |
