Publication at Faculty of Education |
2013
Abstract
The paper stems from the ethnographic research of its authors and discusses some methodological questions relating to education in excluded localities. The aim of the paper is to reveal connections between the empirical experience of ethnographic reserchers and theories used to interpret gathered data.
The paper expounds the concepts of cultural models and cognitive schemas, which it further presents as interpretative tools that can help researchers understand the emic perspective on the researched matter.