Educational Qualitative Research in Latin America: The by Gary L. Anderson, Martha Montero

By Gary L. Anderson, Martha Montero

First released in 1998. Routledge is an imprint of Taylor & Francis, an informa corporation.

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16. 17. 18. 19. 20. 21. 22. 23. 24. 25. , Jules Henry, Philip Jackson), the works of the ethnographic tradition of the United States and the English New Sociology of Education were not translated into Spanish until the mid-1980s. This history has been well documented by Michael Apple, Henry Giroux, Lois Weis, Philip Wexler, and others. The ethnographic w ork of Jean Anyon, Hugh Mehan, and Robert Connell, which stressed the socially constructed and differential practices and student careers within schools, was important in countering the determinism— cultural as well as economic— of some early versions of reproduction theory.

T h eo re tica l Im p lication s This ongoing debate deeply influenced theoretical discussions, political positions, and research agendas at the DIE. One of the consequences was a rethinking of the relationship between schooling and the state. 21 However, as research­ ers at the DIE turned to the analysis of particular historical moments, regional configurations, and levels of governance, they distinguished the multiple social actors involved in the formulation of educational policy and its actual implementation in institutions, even within the highly cen­ tralized Mexican system.

Scholars associated w ith the DIE through Fulbright fellowships during these years came to know and helped disseminate our work. Mary Kay Vaughan (U. of Illinois-Chicago), Bradley Levinson (Indiana University), and Susan Street (now at CIESAS) deserve special mention in this respect, On our methodological discussions of ethnography, see Ezpeleta and Rockwell (1986) and Rockwell (1987a). In Latin America, as in other parts of the world, the term popular education originally (19th century) referred to a free, universal, public school system.

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