Abstract

In field-based research, masking practices, as well as the general practice of relegating historical context to abstracted ‘site descriptions’ in a paper’s methodology section, can produce a tacit inattention to historical specificity. By juxtaposing two case studies of schools, this article examines the ways school sites are haunted by histories—that is, how the past is revived and revised in the present, and in turn what this means for field-based qualitative inquiry. Pairing archival and field-based methods, we trace how the haunting of history animated the present-day practices of stakeholders in two schools. In doing so, we show how history itself became an actor in these sites—as something administrators and teachers put to work in their approaches to schooling—and suggest expanding views of unmasking within qualitative inquiry that allow for these ghosts of the past to announce themselves more openly.

摘要

在基于实地的研究中，掩饰做法，以及在论文的方法论部分将历史背景归为抽象的“场地描述”的一般做法，可能会导致对历史特殊性的默认疏忽。通过并列两个学校案例研究，本文探讨了学校场地被历史困扰的方式——即过去如何在现在被复兴和修正，以及这对基于实地的定性调查意味着什么。将档案方法和基于实地的方法相结合，我们追溯了历史的困扰如何激发了两所学校利益相关者的当前实践。在这样做，