This book tells the methodological tale of a long term critical
ethnography with a midwestern school district whose new language
learning, transnational population was increasing. Rather than
report on the findings of the study, the author shares the intimate
methodological details of doing participatory ethnography of a
school under transformation. Approaches aimed at shifting attitudes
and possibilities included the use of Theatre of the Oppressed and
analyses of monocultural mythmaking introducing new concepts. The
author introduces an analysis of change that builds from a David
Wood's deconstruction of time. Taken all together, the book
illustrates creative and novel ways to engage in social justice
transformation with school partners using participatory critical
ethnography.
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