Abstract

This paper is a critical reflection of a critical ethnography, a study focused on how ‘healthy lifestyle education’ programmes were implemented and experienced in two primary schools. In an attempt to disrupt the status quo I employed a range of ethnographic methods: ‘hanging out’ with children and adults; building trusting relationships; having research conversations with participants; observing children and adults; and, journaling. However, the messy assemblage of diverse organisations, people, relations of power, discourses, truths, and practices, resulted in the emergence of ethical and methodological conundrums, including how to represent children’s voices, whether (or not) to ‘intervene’ during problematic pedagogical moments, and how to ‘act’ as a critical ethnographic researcher in schools. Applying a critical lens to my own methodology helped to ensure that I embarked on a continuous, reflexive process; one that enabled a critique of research methods and a negotiation of issues of power, positionality, and privilege.

摘要

本文是批判民族志的批判性反映，该研究侧重于两所小学如何实施和体验“健康生活方式教育”计划。试图破坏现状我采用了一系列人种学方法：与儿童和成人“闲逛”；建立信任关系；与参与者进行研究对话；观察儿童和成人；和，日记。然而，各种组织、人员、权力关系、话语、真理和实践的混乱组合导致了伦理和方法论难题的出现，包括如何代表儿童的声音，是否（或不）在有问题的过程中“干预”教学时刻，以及如何在学校作为批判性民族志研究人员“行动”。将批判性视角应用于我自己的方法有助于确保我开始了一个持续的、反思的过程；一种能够批判研究方法和就权力、地位和特权问题进行谈判的方法。