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Andean Ethnography and Language Learning: Reflecting on Identity Politics and Resistance Strategies of the Chilean Aymara

During my doctoral fieldwork, I found myself learning the Aymara language across national borders and this made me increasingly aware of differences between the Peruvian, Bolivian and Chilean Aymara. Ethnographic material I systematically collected
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       U   n  c   o   r   r   e  c    t   e    d      P   r   o   o    f   s v Contents  Acknowledgements vii Contributors ix1 Introduction 1 Robert Gibb, Annabel Tremlett and Julien Danero Iglesias  Part I: Learning Languages in Ethnographic Research 2 Language Learning as Research Rehearsal: Preparation for Multi-Linguistic Field Research in Morocco 17 Lydia Medland 3 Emergent Collaborations: Field Assistants, Voice, and Multilingualism 31 Susan Frohlick and Carolina Meneses 4 Learning Language to Research Language in two Tanzanian Secondary Schools 44 Laela Adamson 5 ‘Demystifying’ Multilingual Fieldwork: On the Importance of Documenting and Reflecting on Language Learning in Ethnographic Research 57 Robert Gibb 6 Dealing with Diglossia: Language Learning as Ethnography 70 Dominic Esler  7 Language Learning and Unlearning in Ethnographic Fieldwork: ‘Speaking Asylum’ and ‘Doing Small Talk’ 83 Teresa Piacentini 8 One Language, Two Systems: On Conducting Ethnographic Research Across the Taiwan Strait 97 Lara Momesso       U   n  c   o   r   r   e  c    t   e    d      P   r   o   o    f   s        U   n  c   o   r   r   e  c    t   e    d      P   r   o   o    f   s vi Contents  Part II: Using Languages in Ethnographic Research 9 Breakdowns for Breakthroughs: Using Anxiety and Embarrassment as Insightful Points for Understanding Fieldwork 113 Annabel Tremlett 10 Andean Ethnography and Language Learning: Reflecting on Identity Politics and Resistance Strategies of the Chilean Aymara 126 Daniella Jofré 11 How I Tried to Speak a Language Like a ‘Native’ and How this Influenced my Research 140  Julien Danero Iglesias 12 ‘The Language is Mine. The Accent is Yours’: Doing Fieldwork in Angola 152 Iolanda Vasile 13 Being ‘Proficient’ and ‘Competent’: On ‘Languaging’, Field Identity and Power/Privilege Dynamics in Ethnographic Research 164 Matthew Blackburn 14 Plurilingual Focus, Multilingual Space, Bilingual Set-up: Conducting Ethnographic Research in Two Catalonian Schools 177 Charo Reyes  Part III: Institutional Contexts and Challenges 15 Listening, Languages and the Nature of Knowledge and Evidence: What We Can Learn from Investigating ‘Listening’ in NGOs 193 Wine Tesseur   16 Becoming a Multilingual Researcher in Contemporary Academic Culture: Experiential Stories of (Not) Learning and Using Languages 207 Sarah Burton 17 Conclusion 221 Robert Gibb, Annabel Tremlett and Julien Danero Iglesias  Index 238
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