{"title":"对年轻学习者如何在他们的环境空间中建立他们的学习实践的准民族志探索:乡镇社区和他们的家","authors":"Lucinda L. Du Plooy","doi":"10.18820/2519593x/pie.v40.i2.5","DOIUrl":null,"url":null,"abstract":"","PeriodicalId":19864,"journal":{"name":"Perspectives in Education","volume":"20 1","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"A quasi-ethnographical exploration of how young learners establish their learning practices in their environmental space: The township community and their homes\",\"authors\":\"Lucinda L. Du Plooy\",\"doi\":\"10.18820/2519593x/pie.v40.i2.5\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"\",\"PeriodicalId\":19864,\"journal\":{\"name\":\"Perspectives in Education\",\"volume\":\"20 1\",\"pages\":\"\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2022-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Perspectives in Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.18820/2519593x/pie.v40.i2.5\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"Social Sciences\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Perspectives in Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.18820/2519593x/pie.v40.i2.5","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"Social Sciences","Score":null,"Total":0}
A quasi-ethnographical exploration of how young learners establish their learning practices in their environmental space: The township community and their homes
期刊介绍:
Perspectives in Education is a professional, refereed journal, which encourages submission of previously unpublished articles on contemporary educational issues. As a journal that represents a variety of cross-disciplinary interests, both theoretical and practical, it seeks to stimulate debates on a wide range of topics. PIE invites manuscripts employing innovative qualitative and quantitative methods and approaches including (but not limited to) ethnographic observation and interviewing, grounded theory, life history, case study, curriculum analysis and critique, policy studies, ethnomethodology, social and educational critique, phenomenology, deconstruction, and genealogy. Debates on epistemology, methodology, or ethics, from a range of perspectives including postpositivism, interpretivism, constructivism, critical theory, feminism, post-modernism are also invited. PIE seeks to stimulate important dialogues and intellectual exchange on education and democratic transition with respect to schools, colleges, non-governmental organisations, universities and technikons in South Africa and beyond.