Relational analysis and the ethnographic approach: constructing preschool childhood

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH Ethnography and Education Pub Date : 2021-01-21 DOI:10.1080/17457823.2021.1872396

Raija Raittila, Mari Vuorisalo

引用次数: 6

Abstract

ABSTRACT This article elaborates the relational ontology in an ethnographic study. The aim is to seek relational construction of preschool practice and how children’s positions are constructed in it. The study is based on the understanding that ethnography and relational sociology share the idea that society emerges through repeated relations. The ontological thinking of relational sociology is applied in a micro-level analysis of three episodes from a Finnish preschool. We propose that relations appear in every single ethnographical episode and that carefully analysed repetitive relations can reveal a stabilised organisational structure. The analysis shows how the position of one child is structuring and being structured in everyday actions in a preschool. We argue that through relational analysis of ethnographic data, it is possible to seek sociological knowledge of institutions – in this case, of preschool.

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关系分析与民族志方法：构建学前儿童

本文阐述了民族志研究中的关系本体论。本研究的目的是寻求学前实践的关系建构，以及儿童在其中的地位是如何建构的。运用关系社会学的本体论思维，对芬兰一所幼儿园的三个事件进行微观层面的分析。我们认为，关系出现在每一个民族志事件中，仔细分析重复的关系可以揭示稳定的组织结构。该分析显示了一个孩子的位置是如何在幼儿园的日常行为中构建和被构建的。我们认为，通过对民族志数据的关系分析，可以寻求机构的社会学知识——在这种情况下，是学前教育。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Ethnography and Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.80

自引率

0.00%

发文量

期刊介绍： Ethnography and Education is an international, peer-reviewed journal publishing articles that illuminate educational practices through empirical methodologies, which prioritise the experiences and perspectives of those involved. The journal is open to a wide range of ethnographic research that emanates from the perspectives of sociology, linguistics, history, psychology and general educational studies as well as anthropology. The journal’s priority is to support ethnographic research that involves long-term engagement with those studied in order to understand their cultures, uses multiple methods of generating data, and recognises the centrality of the researcher in the research process. The journal welcomes substantive and methodological articles that seek to explicate and challenge the effects of educational policies and practices; interrogate and develop theories about educational structures, policies and experiences; highlight the agency of educational actors; and provide accounts of how the everyday practices of those engaged in education are instrumental in social reproduction.