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- Author: Donald R Collins
- Publisher: Peter Lang Us
- ISBN-10: 1433110199
- ISBN-13: 9781433110191
- Format: 15.6 x 23.4 x 0.9 cm, minkšti viršeliai
- Language: English
- SAVE -10% with code: EXTRA
Conducting Multi-Generational Qualitative Research in Education; An Experiment in Grounded Theory (e-book) (used book) | bookbook.eu
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Description
This book outlines a methodology for viewing multiple generations of African Americans, specifically those who were called or called themselves Negro, Colored, Black, or African American (NCBAA). Within this framework, African Americans of varying ages describe their lives and educational experiences, allowing researchers to address a variety of questions: How are social and political contexts woven into the interpretation of life and educational experiences? Given the social, political, and educational climate experienced by each generation, what are the beliefs, assumptions, and intentions underlying the educational experiences of the NCBAA? What differences and/or similarities exist in the constructed perceptions of NCBAA? How does each generation view the experiences of the others? This is an important book for undergraduate and graduate students, as well as instructors and researchers in the field of Black studies.
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- Author: Donald R Collins
- Publisher: Peter Lang Us
- ISBN-10: 1433110199
- ISBN-13: 9781433110191
- Format: 15.6 x 23.4 x 0.9 cm, minkšti viršeliai
- Language: English English
This book outlines a methodology for viewing multiple generations of African Americans, specifically those who were called or called themselves Negro, Colored, Black, or African American (NCBAA). Within this framework, African Americans of varying ages describe their lives and educational experiences, allowing researchers to address a variety of questions: How are social and political contexts woven into the interpretation of life and educational experiences? Given the social, political, and educational climate experienced by each generation, what are the beliefs, assumptions, and intentions underlying the educational experiences of the NCBAA? What differences and/or similarities exist in the constructed perceptions of NCBAA? How does each generation view the experiences of the others? This is an important book for undergraduate and graduate students, as well as instructors and researchers in the field of Black studies.
Reviews