Amish Teacher Dialogues with Teacher Educators: Research, Culture, and Voices of Critique Metadata

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  • Main Title Amish Teacher Dialogues with Teacher Educators: Research, Culture, and Voices of Critique


  • Author: Zehr, Henry
    Creator Type: Personal
    Creator Info: New Life Christian
  • Author: Moss, Glenda
    Creator Type: Personal
    Creator Info: University of North Texas at Dallas
  • Author: Nichols, Joe
    Creator Type: Personal
    Creator Info: Indiana University-Purdue University Fort Wayne


  • Name: Nova Southeastern University
    Place of Publication: [Fort Lauderdale, Florida]


  • Creation: 2005-09


  • English


  • Content Description: Article discussing a collaborative project to examine literature and research on the Amish culture.
  • Physical Description: 28 p.


  • Keyword: Amish
  • Keyword: narratives
  • Keyword: qualitative
  • Keyword: cultures
  • Keyword: critical inquiries
  • Keyword: intersubjective
  • Keyword: dialogues
  • Keyword: voices
  • Keyword: contexts
  • Keyword: contextualize
  • Keyword: communities
  • Keyword: stories
  • Keyword: trustworthiness
  • Keyword: ethnography
  • Keyword: narrative analyses


  • Journal: The Qualitative Report, 2005, Fort Lauderdale: Nova Southeastern University, pp. 593-620


  • Publication Title: The Qualitative Report
  • Volume: 10
  • Issue: 3
  • Page Start: 593
  • Page End: 620
  • Peer Reviewed: True


  • Name: UNT Scholarly Works
    Code: UNTSW


  • Name: UNT Dallas
    Code: UNTD


  • Rights Access: public

Resource Type

  • Article


  • Text


  • Archival Resource Key: ark:/67531/metadc109724


  • Academic Department: Teacher Education and Administration


  • Display Note: The Qualitative Report, Volume 10 Number 3, September 2005, pp. 593-620,
  • Display Note: Abstract: This dialogical project is framed within critical inquiry methods to bring an Amish teacher's voice to the forefront. Henry, an Amish middle school teacher, and two university teacher educators in northeastern Indiana collaboratively critiqued educational literature written about the Amish culture from the past 15 years. Building on critical ethnography and narrative methods, the authors used dialogue as a medium for inquiry. The intersubjective, collaborative project democratized the university researchers' research role and allowed an Amish voice to gain a place in the academic field of research.