Studying Movement, Hybridity, and Change: Toward a Multi-sited Sensibility for Research on Learning Across Contexts and Borders


by Shirin Vossoughi & Kris D. Gutiérrez - 2014

This chapter brings together cultural-historical approaches to human development with interpretive and multi-sited ethnography in order to: (a) develop ethnographic tools that attend to the ways young people learn within and across multiple contexts; (b) draw from and contrast the methodological insights of single and multi-sited ethnography; and (c) glean principles that help constitute a “multi-sited sensibility” appropriate for taking a more expansive approach to learning that advances conceptions of learning as movement.


To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:

Sign-in
Email:
Password:
Store a cookie on my computer that will allow me to skip this sign-in in the future.
Send me my password -- I can't remember it
 
Purchase this Article
Purchase Studying Movement, Hybridity, and Change: Toward a Multi-sited Sensibility for Research on Learning Across Contexts and Borders
Individual-Resource passes allow you to purchase access to resources one resource at a time. There are no recurring fees.
$12
Become a Member
Online Access
With this membership you receive online access to all of TCRecord's content. The introductory rate of $25 is available for a limited time.
$25
Print and Online Access
With this membership you receive the print journal and free online access to all of TCRecord's content.
$210


This article originally appeared as NSSE Yearbook Vol 113. No. 2.


Cite This Article as: Teachers College Record Volume 116 Number 14, 2014, p. 603-632
https://www.tcrecord.org ID Number: 18309, Date Accessed: 9/19/2019 3:00:37 AM

Purchase Reprint Rights for this article or review