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口述史与质性研究方法：促进社会正义的教育研究
基本信息
Thalia M. Mulvihill, Raji Swaminathan (eds.), Oral History and Qualitative Methodologies: Educational Research for Social Justice, London and New York: Routledge, 2022.
内容与作者简介
About this book
Oral History and Qualitative Methodologies: Educational Research for Social Justice examines oral history methodological processes involved in the doing of oral history as well as the theoretical, historical, and knowledge implications of using oral history for social justice projects.
Oral history in qualitative research is an umbrella term that integrates history, life history, and testimony accounts. Oral history draws from various social science disciplines, including educational studies, history, indigenous studies, sociology, anthropology, ethnic studies, women’s studies, and youth studies. The book argues for the further development of a pedagogical culture related to oral history for educational research as part of the effort to diversify the range of human experiences educators, community members, and policy makers incorporate into knowledge-making and knowledge-using processes.
Early career researchers, novice researchers, as well as experienced researchers are invited to join social science educational researchers in developing their own oral history projects using all of the tools, dispositions, and epistemologies affiliated with qualitative inquiry.
The book will be of use in courses on qualitative research methods, history, anthropology, women’s studies, and education disciplines as well as by community organizations who want to use oral history to preserve the history of communities and advance social justice projects.
关于本书
《口述史与质性研究方法：促进社会正义的教育研究》探讨了口述史的方法论过程，包括口述史的具体实践，以及将口述史用于社会正义项目所涉及的理论、历史和知识意义教育研究。
作为质性研究中的一个术语，口述史涵盖了历史、生命史和证言记录等内容教育研究。口述史汲取了多个社会科学学科的养分，包括教育研究、历史学、原住民研究、社会学、人类学、族裔研究、女性研究和青年研究。本书主张在教育研究中进一步发展与口述史相关的教学文化，以此作为努力的一部分，使教育工作者、社区成员和政策制定者在知识创造和运用过程中能够纳入更加多元的人类经验。
本书邀请早期职业研究者、新手研究者以及有经验的研究者，与社会科学教育研究者一道，运用质性研究所涉及的各种工具、倾向和认识论，开展他们自己的口述史项目教育研究。
本书适用于质性研究方法、历史、人类学、女性研究和教育学科等课程，同时也适合希望通过口述史来保存社区历史并推进社会正义项目的社区组织使用教育研究。
About the Author
Thalia M. Mulvihill, Ph.D., is Professor of Higher Education and Social Foundations, Ball State University, USA. Thalia is a historian and sociologist of higher education. She teaches qualitative research methods and higher education issues courses and has authored eight books and 85 refereed publications. She co-edits The Teacher Educator and is the recipient of numerous teaching, research, and mentoring awards.
Raji Swaminathan, Ph.D., is Professor of Educational Policy Community Studies, University of Wisconsin-Milwaukee, USA. Raji’s research and teaching interests include qualitative research methods, urban education, and international alternative education. She has authored seven books and has been the recipient of several teaching and research awards. Raji conducts professional development for teachers in alternative schools internationally.
关于作者
Thalia M. Mulvihill博士是鲍尔州立大学高等教育与社会基础教授教育研究。她是一位高等教育历史学家和社会学家。她教授质性研究方法和高等教育议题课程，已出版8本著作和85篇同行评议的出版物。她是《教师教育者》期刊的联合主编，曾获得多项教学、研究和指导奖项。
Raji Swaminathan博士是威斯康星大学密尔沃基分校教育政策与社区研究教授教育研究。她的研究和教学兴趣包括质性研究方法、城市教育和国际另类教育。她已出版7本著作，获得过多项教学和研究奖项。她在国际上为另类学校的教师开展专业发展培训。