Amish Teacher Dialogues with Teacher Educators: Research, Culture, and Voices of Critique Metadata
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Title
- Main Title Amish Teacher Dialogues with Teacher Educators: Research, Culture, and Voices of Critique
Creator
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Author: Zehr, HenryCreator Type: PersonalCreator Info: New Life Christian
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Author: Moss, GlendaCreator Type: PersonalCreator Info: University of North Texas at Dallas
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Author: Nichols, JoeCreator Type: PersonalCreator Info: Indiana University-Purdue University Fort Wayne
Publisher
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Name: Nova Southeastern UniversityPlace of Publication: [Fort Lauderdale, Florida]
Date
- Creation: 2005-09
Language
- English
Description
- Content Description: Article discussing a collaborative project to examine literature and research on the Amish culture.
- Physical Description: 28 p.
Subject
- 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
Source
- Journal: The Qualitative Report, 2005, Fort Lauderdale: Nova Southeastern University, pp. 593-620
Citation
- Publication Title: The Qualitative Report
- Volume: 10
- Issue: 3
- Page Start: 593
- Page End: 620
- Peer Reviewed: True
Collection
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Name: UNT Scholarly WorksCode: UNTSW
Institution
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Name: UNT DallasCode: UNTD
Rights
- Rights Access: public
Resource Type
- Article
Format
- Text
Identifier
- Archival Resource Key: ark:/67531/metadc109724
Degree
- Academic Department: Teacher Education and Administration
Note
- Display Note: The Qualitative Report, Volume 10 Number 3, September 2005, pp. 593-620, http://www.nova.edu/ssss/QR/QR10-3/zehr.pdf
- 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.