Some lessons learned about teaching, research, and academic disputation
DOI:
https://doi.org/10.14507/er.v24.2290Resumen
In teaching I learned the importance of student assent to learn, and the power of students to withhold that assent. In research I learned the importance of being open to surprises and changes of mind, looking closely at all your evidence and not sweeping any of it under the rug. In academic disputation I learned about tribal isolation and siloing across disciplines in the field of education, and the difficult but important matter of trying to avoid “othering” those with whom you disagree. I also learned a great deal from my early experience in Lawndale [on Chicago's West Side], recognizing over time that in trying to help kids and adults there I had received much more from them than I gave. [Download the PDF and read more]Citas
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Erickson, F. (1987). Transformation and school success: The politics and culture of educational achievement. Anthropology and Education Quarterly, 18(4), 335-356. Reprinted in E. Jacob & C. Jordan (Eds.) Minority Education: Anthropological Perspectives. Norwood, NJ: Ablex, 1992.
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Erickson, F. (2017). A history of qualitative inquiry in social and educational research. In N. Denzin & Y. Lincoln (Eds.) The SAGE Handbook of Qualitative Research (5th ed., pp. 36-65). Thousand Oaks, CA: SAGE.
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