Abstract
Researcher reflexivity shapes what and how we know, because the background against which something becomes a site for analysis, and through which we position knowledge about it, result from our researcher gaze. We examine here an adolescent-produced multimodal story according to three different researcher gazes across space and time. By sidestepping a singular attribution of knowing what counts, our intercontextual analysis constructs different epistemological viewpoints on this multimodal story and contexts of its creation.
Original language | English (US) |
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Pages (from-to) | 385-401 |
Number of pages | 17 |
Journal | Anthropology and Education Quarterly |
Volume | 47 |
Issue number | 4 |
DOIs | |
State | Published - Dec 1 2016 |
Keywords
- epistemology
- ethnography
- intercontextuality
- multimodality
- reflexivity
ASJC Scopus subject areas
- Education
- Anthropology