Teacher Ethnographic Research as Epistemology: Using Ethnographic Research to Develop Reflexive Educators in Diverse Classrooms

Abstract

Based on fieldwork, interviews and ethno-graphic research of student teachers, reflectivity is revealed as an important starting point for teachers working with diverse and multilingual students. Reflecting assist individuals as they attempt to assimilate a new cultural complexity, particularly one that is as complex as a classroom full of adolescents. Reflexive practices are essen-tial to meet the learning needs in a multilingual, multicultural and global state. Ethnographic research can indeed provide a springboard into the development of reflective and reflexive educators.