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Cuentos (In)Creíbles: Ethnography as Faithful Witnessing for Transborder Epistemologies

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Bibliographic Details
Title: Cuentos (In)Creíbles: Ethnography as Faithful Witnessing for Transborder Epistemologies
Language: English
Authors: Sarah Gallo, Melissa Adams Corral
Source: Anthropology & Education Quarterly. 2026 57(1).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 12
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Grade 5
Intermediate Grades
Middle Schools
Descriptors: Ethnography, Epistemology, Educational Research, Research Methodology, Grade 5
DOI: 10.1111/aeq.70051
ISSN: 0161-7761
1548-1492
Abstract: Through the careful analysis of the border-crossing epistemologies that are collaboratively shared and validated by a fifth grader and ethnographer in liminal classroom spaces, we identify key methodological approaches for researchers working with border crossers to document the co-production of knowledge among researchers and participants, to engage in active reflection with trusted thought partners, and to understand the possibilities for personal epistemic expansion.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1496097
Database: ERIC
FullText Text:
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  Data: Cuentos (In)Creíbles: Ethnography as Faithful Witnessing for Transborder Epistemologies
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: Through the careful analysis of the border-crossing epistemologies that are collaboratively shared and validated by a fifth grader and ethnographer in liminal classroom spaces, we identify key methodological approaches for researchers working with border crossers to document the co-production of knowledge among researchers and participants, to engage in active reflection with trusted thought partners, and to understand the possibilities for personal epistemic expansion.
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