Amish Teacher Dialogues with Teacher Educators: Research, Culture, and Voices of Critique

Authors

Henry Zehr, New Life Christian
Glenda Moss, Indiana University-Purdue UniversityFollow
Joe Nichols, Indiana University-Purdue UniversityFollow

Abstract

This dialogical project is framed with in critical inquiry methods to bring an Amish teacher’s voice to the fore front. Henry, an Amish middle school teacher, and two university teacher educators in northeastern Indiana collaboratively critiqued educational literature written about the Amish culture from the past 15 years. Building on critical ethnography and narrative methods, the authors used dialogue as a medium for inquiry. The intersubjective, collaborative project democratized the university researchers’ research role and allowed an Amish voice to gain a place in the academic field of research.

Keywords

Amish, Narrative, Qualitative, Culture, Critical Inquiry, Intersubjective, Dialogue, Voice, Context, Contextualize, Community, Story, Trustworthiness, Ethnography, and Narrative Analysis

Publication Date

9-1-2005

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 International License.

DOI

10.46743/2160-3715/2005.1843

Recommended APA Citation

Zehr, H., Moss, G., & Nichols, J. (2005). Amish Teacher Dialogues with Teacher Educators: Research, Culture, and Voices of Critique. The Qualitative Report, 10(3), 593-620. https://doi.org/10.46743/2160-3715/2005.1843