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Critical Bifocality and Circuits of Privilege: Expanding Critical Ethnographic Theory and Design
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Critical Bifocality and Circuits of Privilege: Expanding Critical Ethnographic Theory and Design

Author: Lois Weis; Michelle Fine
Publisher: Harvard Education Publishing Group. 8 Story Street First Floor, Cambridge, MA 02138. Tel: 617-495-3432; Fax: 617-496-3584; e-mail: hepg@harvard.edu; Web site: http://www.gse.harvard.edu/hepg/her.html
Edition/Format: Article Article : English
Publication:Harvard Educational Review, v82 n2 p173-201 Sum 2012
Database:ERIC The ERIC database is an initiative of the U.S. Department of Education.
Other Databases: British Library SerialsElsevier
Summary:
In this article, Lois Weis and Michelle Fine introduce critical bifocality as a way to render visible the relations between groups to structures of power, to social policies, to history, and to large sociopolitical formations. In this collaboration, the authors draw upon ethnographic examples highlighting the macro-level structural dynamics related to globalization and neoliberalism. The authors focus on the ways in  Read more...
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Details

Document Type: Article
All Authors / Contributors: Lois Weis; Michelle Fine
ISSN:0017-8055
Language Note: English
Unique Identifier: 815792737
Awards:
Description: 29

Abstract:

In this article, Lois Weis and Michelle Fine introduce critical bifocality as a way to render visible the relations between groups to structures of power, to social policies, to history, and to large sociopolitical formations. In this collaboration, the authors draw upon ethnographic examples highlighting the macro-level structural dynamics related to globalization and neoliberalism. The authors focus on the ways in which broad-based economic and social contexts set the stage for day-to-day actions and decisions among privileged and nonprivileged parents and students in relation to schooling. Weis and Fine suggest that critical bifocality enables us to consider how researchers might account empirically for global, national, and local transformations as insinuated, embodied, and resisted by youth and adults trying to make sense of current educational and economic possibilities in massively shifting contexts. (Contains 5 notes.)

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