A Teacher's Guide to Imperialism: A History in Documents by Louise Forsyth

By Louise Forsyth

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Maykut & Morehouse, 1994) In ethnographic research that requires the researcher to interpret what she/he sees, trustworthiness replaces the criterion of objective truth inherent in positivistic approaches, since objectivity assumes the presence of ‘objective, nonreactive, and neutral reality’ irrelevant to the social world (Mishler, 2000). Trustworthiness is achieved by making the research process as transparent as possible to the reader by providing multiple sources of data and allowing readers to access data directly (Maykut & Morehouse, 1994).

My intention was to understand her curriculum design and modification as a function of her own perceptions and evaluations of the classroom, which were necessarily mediated by her personal philosophies of education. In other words, before understanding what Sra. Soto did throughout the year to make her TWI classroom work, it was necessary to understand what she was trying to accomplish and how she herself defined pedagogical strategies as ‘working’ or ‘not working’. In this chapter, Sra. Soto’s understandings are extrapolated from explanations she made to me throughout the study in various contexts, as I took advantage of every opportunity to discuss her justifications of her pedagogical decisions in an attempt to understand her perspective.

Chapter 3 From Teaching Philosophies to Classroom Design Sra. Soto was a fluent bilingual English and Spanish speaker. A native of Argentina, she had lived in the USA since late childhood, and told me she had attended an English immersion school in Argentina. I did not select Sra. Soto; I had already decided to collect my data focusing on one of the two new TWI Kindergarten classrooms in the school and Sra. Soto was the first to be hired. She was already teaching in the school’s transitional bilingual program, and when the TWI program was proposed she volunteered for the position.

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