ABSTRACT This paper explores the tensions that exist between the recognition of the importance of ethnicity and culture for individual and group identities without essentilisation, by reframing conceptualisations of multi- and interculturalism. Drawing from our ongoing ethnography conducted with a research community of Alaska Native PhD candidates involved in participatory action research, we examine how situated and multiple positionalities enacted through participation in Engeström’s concept of an ‘activity system’ can: (a) contribute to the ‘doing’ of ethnography and provide an analytic framework for ethnographic research; and, (b) contribute to understandings of multi- and intercultural education that promote the questioning of hierarchical power structures through dialogue aimed toward equity and social justice.

中文翻译：

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批判性的跨文化对话：使用活动系统分析作为教育人种志的工具

摘要本文通过重新定义多元文化和跨文化主义的概念，探讨了在认识到种族和文化对个人和群体身份的重要性而又不致迷惑性之间存在的张力。从我们与参与行动研究的阿拉斯加本地博士候选人研究社区正在进行的人种学研究中，我们研究了通过参与Engeström的“活动系统”概念而产生的位置和多重位置可以如何：（a）有助于“做事”并为民族志研究提供了一个分析框架；（b）通过旨在实现平等和社会正义的对话，促进对多元文化教育的理解，从而促进对等级权力结构的质疑。