This article reflects on a classroom study of children's literary responses to unpack the process of building conceptual categories in ethnographic research, thus challenging accounts that obscure the role of the researcher and present findings as fixed and infallible.
CITATION STYLE
SIPE, L. R. (2004). Developing Conceptual Categories in Classroom Descriptive Research: Some Problems and Possibilities. Anthropology & Education Quarterly, 35(4), 472–485. https://doi.org/10.1525/aeq.2004.35.4.472
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