A Qualitative Review in the Role of Reflexivity in Ethnography
Reflexivity in socio and ethnographic contexts describes the process in which researchers are involved in diverse methods of knowing. In this process, the researcher is engaged in the formulation of knowledge repertoire, with expectations to interrelate their research inquiry processes with their own identities as well as the life occurrences that they go through in different contexts. The learning and knowledge that researchers acquire through the process of reflexivity is applied through the involvement of ethnography in activities which affect the world.To understand the foundation of ethnographic study, the mechanics of reflexivity, it is evident that the basis of a sociological dimension characterize the issue of learning, language and change. In the present day students with differential abilities have an array of educational settings and options at their disposal? In this analytical framework the associations that exist between the teachers and authoritative books and students in the learning process are reorganized.
This paper argues that the analytical framework of reflexivity in ethnography is indeed very beneficial in adult learning processes.
Review of literature
Mann (2006) asserts that one of the aspects of New Learning is the reflexive perspective of curriculum and pedagogy. The implication of this perspective claims that there are certain differences between the analytical frameworks of mimesis, synthesis and reflexivity. The synthetic mode of pedagogy is also referred to as most recent learning. Although in the synthetic mode of pedagogy and curriculum the students are allowed to engage in the process of knowledge reconstruction and deconstruction, these two processes rarely transform the knowledge. As indicated by Kalantzis& Cope (2012, p. 198), in this framework the learners are merely...