Cultural Congruence in the Education of and Research With Young Aboriginal Students: Ethical Implications for Classroom Researchers

The purpose of this article is twofold: (a) to explore in an inner-city kindergarten classroom how Aboriginal students' interaction patterns differ from, and are often in dissonance with, what their non-Aboriginal teacher would expect from his or her non-Aboriginal students; and (b) to explore...

Full description

Saved in:
Bibliographic Details
Published in:Alberta journal of educational research 2005-07, Vol.51 (2)
Main Authors: Piquemal, Nathalie, Nickels, Bret
Format: Article
Language:English
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
cited_by
cites
container_end_page
container_issue 2
container_start_page
container_title Alberta journal of educational research
container_volume 51
creator Piquemal, Nathalie
Nickels, Bret
description The purpose of this article is twofold: (a) to explore in an inner-city kindergarten classroom how Aboriginal students' interaction patterns differ from, and are often in dissonance with, what their non-Aboriginal teacher would expect from his or her non-Aboriginal students; and (b) to explore some of the ethical tensions that we experienced as researchers involved in ethnographic research with these children and their teacher with special attention to the interplay between research and advocacy. While addressing issues of cultural congruence in this classroom, we explore some of the relational complexities that we experienced as we thought about how we should position ourselves in relation to the students and to the teacher and in relation to our perceived ethical responsibilities as researchers. We suggest ways in which researchers might combine caring with advocacy.
doi_str_mv 10.55016/ojs/ajer.v51i2.55121
format article
fullrecord <record><control><sourceid>crossref</sourceid><recordid>TN_cdi_crossref_primary_10_55016_ojs_ajer_v51i2_55121</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><sourcerecordid>10_55016_ojs_ajer_v51i2_55121</sourcerecordid><originalsourceid>FETCH-crossref_primary_10_55016_ojs_ajer_v51i2_551213</originalsourceid><addsrcrecordid>eNqdj81KxDAUhYMoWH8eQbgv0JmkM6mjOykVZ6uCuAoxTduUNBluEsG1L26s4gO4OnA454OPkCtGV5xTVq_9FNZy0rh658xUuWQVOyIFu6k2Jdvx62NSUEqrcruj_JSchTBRyra0rgvy2SQbE0oLjXcDJu2UBuMgjhraLikZjXfge5Cug0cdtEQ1wouJI7z65Aa4e_NoBuMy4SmmTrsYbqGNo1G52c8Ha34YAXqP0FgZAno__7E0hgty0ksb9OVvnhN-3z43D6VCn9e6Fwc0s8QPwahYjEU2Ft_GYjEWi_Hmv78vq0dnMQ</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype></control><display><type>article</type><title>Cultural Congruence in the Education of and Research With Young Aboriginal Students: Ethical Implications for Classroom Researchers</title><source>Social Science Premium Collection (Proquest) (PQ_SDU_P3)</source><source>ProQuest One Literature</source><source>Education Collection</source><creator>Piquemal, Nathalie ; Nickels, Bret</creator><creatorcontrib>Piquemal, Nathalie ; Nickels, Bret</creatorcontrib><description>The purpose of this article is twofold: (a) to explore in an inner-city kindergarten classroom how Aboriginal students' interaction patterns differ from, and are often in dissonance with, what their non-Aboriginal teacher would expect from his or her non-Aboriginal students; and (b) to explore some of the ethical tensions that we experienced as researchers involved in ethnographic research with these children and their teacher with special attention to the interplay between research and advocacy. While addressing issues of cultural congruence in this classroom, we explore some of the relational complexities that we experienced as we thought about how we should position ourselves in relation to the students and to the teacher and in relation to our perceived ethical responsibilities as researchers. We suggest ways in which researchers might combine caring with advocacy.</description><identifier>ISSN: 0002-4805</identifier><identifier>EISSN: 1923-1857</identifier><identifier>DOI: 10.55016/ojs/ajer.v51i2.55121</identifier><language>eng</language><ispartof>Alberta journal of educational research, 2005-07, Vol.51 (2)</ispartof><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,780,784,27924,27925</link.rule.ids></links><search><creatorcontrib>Piquemal, Nathalie</creatorcontrib><creatorcontrib>Nickels, Bret</creatorcontrib><title>Cultural Congruence in the Education of and Research With Young Aboriginal Students: Ethical Implications for Classroom Researchers</title><title>Alberta journal of educational research</title><description>The purpose of this article is twofold: (a) to explore in an inner-city kindergarten classroom how Aboriginal students' interaction patterns differ from, and are often in dissonance with, what their non-Aboriginal teacher would expect from his or her non-Aboriginal students; and (b) to explore some of the ethical tensions that we experienced as researchers involved in ethnographic research with these children and their teacher with special attention to the interplay between research and advocacy. While addressing issues of cultural congruence in this classroom, we explore some of the relational complexities that we experienced as we thought about how we should position ourselves in relation to the students and to the teacher and in relation to our perceived ethical responsibilities as researchers. We suggest ways in which researchers might combine caring with advocacy.</description><issn>0002-4805</issn><issn>1923-1857</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2005</creationdate><recordtype>article</recordtype><recordid>eNqdj81KxDAUhYMoWH8eQbgv0JmkM6mjOykVZ6uCuAoxTduUNBluEsG1L26s4gO4OnA454OPkCtGV5xTVq_9FNZy0rh658xUuWQVOyIFu6k2Jdvx62NSUEqrcruj_JSchTBRyra0rgvy2SQbE0oLjXcDJu2UBuMgjhraLikZjXfge5Cug0cdtEQ1wouJI7z65Aa4e_NoBuMy4SmmTrsYbqGNo1G52c8Ha34YAXqP0FgZAno__7E0hgty0ksb9OVvnhN-3z43D6VCn9e6Fwc0s8QPwahYjEU2Ft_GYjEWi_Hmv78vq0dnMQ</recordid><startdate>20050701</startdate><enddate>20050701</enddate><creator>Piquemal, Nathalie</creator><creator>Nickels, Bret</creator><scope>AAYXX</scope><scope>CITATION</scope></search><sort><creationdate>20050701</creationdate><title>Cultural Congruence in the Education of and Research With Young Aboriginal Students: Ethical Implications for Classroom Researchers</title><author>Piquemal, Nathalie ; Nickels, Bret</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-crossref_primary_10_55016_ojs_ajer_v51i2_551213</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2005</creationdate><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Piquemal, Nathalie</creatorcontrib><creatorcontrib>Nickels, Bret</creatorcontrib><collection>CrossRef</collection><jtitle>Alberta journal of educational research</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Piquemal, Nathalie</au><au>Nickels, Bret</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Cultural Congruence in the Education of and Research With Young Aboriginal Students: Ethical Implications for Classroom Researchers</atitle><jtitle>Alberta journal of educational research</jtitle><date>2005-07-01</date><risdate>2005</risdate><volume>51</volume><issue>2</issue><issn>0002-4805</issn><eissn>1923-1857</eissn><abstract>The purpose of this article is twofold: (a) to explore in an inner-city kindergarten classroom how Aboriginal students' interaction patterns differ from, and are often in dissonance with, what their non-Aboriginal teacher would expect from his or her non-Aboriginal students; and (b) to explore some of the ethical tensions that we experienced as researchers involved in ethnographic research with these children and their teacher with special attention to the interplay between research and advocacy. While addressing issues of cultural congruence in this classroom, we explore some of the relational complexities that we experienced as we thought about how we should position ourselves in relation to the students and to the teacher and in relation to our perceived ethical responsibilities as researchers. We suggest ways in which researchers might combine caring with advocacy.</abstract><doi>10.55016/ojs/ajer.v51i2.55121</doi></addata></record>
fulltext fulltext
identifier ISSN: 0002-4805
ispartof Alberta journal of educational research, 2005-07, Vol.51 (2)
issn 0002-4805
1923-1857
language eng
recordid cdi_crossref_primary_10_55016_ojs_ajer_v51i2_55121
source Social Science Premium Collection (Proquest) (PQ_SDU_P3); ProQuest One Literature; Education Collection
title Cultural Congruence in the Education of and Research With Young Aboriginal Students: Ethical Implications for Classroom Researchers
url http://sfxeu10.hosted.exlibrisgroup.com/loughborough?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2024-12-26T14%3A02%3A09IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-crossref&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Cultural%20Congruence%20in%20the%20Education%20of%20and%20Research%20With%20Young%20Aboriginal%20Students:%20Ethical%20Implications%20for%20Classroom%20Researchers&rft.jtitle=Alberta%20journal%20of%20educational%20research&rft.au=Piquemal,%20Nathalie&rft.date=2005-07-01&rft.volume=51&rft.issue=2&rft.issn=0002-4805&rft.eissn=1923-1857&rft_id=info:doi/10.55016/ojs/ajer.v51i2.55121&rft_dat=%3Ccrossref%3E10_55016_ojs_ajer_v51i2_55121%3C/crossref%3E%3Cgrp_id%3Ecdi_FETCH-crossref_primary_10_55016_ojs_ajer_v51i2_551213%3C/grp_id%3E%3Coa%3E%3C/oa%3E%3Curl%3E%3C/url%3E&rft_id=info:oai/&rft_id=info:pmid/&rfr_iscdi=true