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Making Knowledge Relevant:

METHODS OF TEACHING AND LEARNING IN ABORIGINAL STUDIES CLASSES – an Anthropological Research at an Australian University

Making Knowledge Relevant:

Main menu

  • Home
  • About the Research
    • The Initial Idea
    • The University and the Institute
    • Class 1
    • Class 2
    • Ethical Requirements
    • The Participants
    • The Nature of the Research
  • Data
    • Thick Descriptions
      • What are Participant Observations?
      • What are Thick Descriptions?
      • How did I use Participant Observation and Thick Descriptions?
      • Ethical Precautions for Thick Descriptions
    • Interviews
      • What can be gained from Interviews?
      • The Semi-standardised Interview
      • How did I use semi-standardised interviews?
      • How do interview transcriptions work?
  • Categories
    • What is coding and categorising?
    • What are Integrative Memos
  • Analysis
    • Connection between the content and the students’ world
      • Relating the information to aspects in real life
      • Inclusion of the students’ background and knowledge through active engagement
      • Reflection tasks
    • Establishing a relationship between students and lecturers or tutors
      • Creating a positive learning environment
      • Being peers
      • Inclusion of the lecturers’ and tutors’ personal life
  • Reflection
    • Reflection on the ethical requirements
    • Reflection on my position in the field
    • Reflection on my use of Participant Observation and Thick Description
    • Reflection on my use of semi-standardised interviews
  • References
    • Literature review

Data

As data for this research I will use Thick Descriptions of selected class sessions as well as transcriptions of interviews conducted with lecturers, tutors and students.

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