Pub Date : 2024-02-23DOI: 10.1080/17457823.2024.2318293
Dennis Beach
This article derives from ongoing higher education governance research in Sweden using a mix of ethnographic methodologies and data to explore and analyse patterns of gender and class inequality an...
{"title":"Engineering comments in doctoral student appointments: biased fabrications and revolving door governance practices in STEM subjects seen from gender equity and academic justice perspectives","authors":"Dennis Beach","doi":"10.1080/17457823.2024.2318293","DOIUrl":"https://doi.org/10.1080/17457823.2024.2318293","url":null,"abstract":"This article derives from ongoing higher education governance research in Sweden using a mix of ethnographic methodologies and data to explore and analyse patterns of gender and class inequality an...","PeriodicalId":46203,"journal":{"name":"Ethnography and Education","volume":"32 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2024-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139947772","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-22DOI: 10.1080/17457823.2024.2318303
Radek Vorlíček
Segregated schools have not been sufficiently explored and reflected upon. The appearance and facilities of these schools have not yet been mapped in detail, nor how they operate day by day. This a...
{"title":"Segregated schools are not inclusive: the negative effects of segregation on the quality of teaching and learning in a primary school","authors":"Radek Vorlíček","doi":"10.1080/17457823.2024.2318303","DOIUrl":"https://doi.org/10.1080/17457823.2024.2318303","url":null,"abstract":"Segregated schools have not been sufficiently explored and reflected upon. The appearance and facilities of these schools have not yet been mapped in detail, nor how they operate day by day. This a...","PeriodicalId":46203,"journal":{"name":"Ethnography and Education","volume":"9 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2024-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139947741","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-01DOI: 10.1080/17457823.2023.2298945
Julie Marie Isager
{"title":"‘Cracking the teacher’s code’ – an ethnographic study of students preparing for oral exams","authors":"Julie Marie Isager","doi":"10.1080/17457823.2023.2298945","DOIUrl":"https://doi.org/10.1080/17457823.2023.2298945","url":null,"abstract":"","PeriodicalId":46203,"journal":{"name":"Ethnography and Education","volume":"17 4","pages":""},"PeriodicalIF":0.5,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139126424","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-18DOI: 10.1080/17457823.2023.2291312
Jennifer Lee O’Donnell
This ethnographic paper navigates the intersections of feminism, urban farm movements, and democratic education at La Granja Puerta del Sol, a small farm near Buenos Aires, Argentina. Under the ste...
这篇人种学论文探讨了阿根廷布宜诺斯艾利斯附近的一个小型农场 La Granja Puerta del Sol 中女权主义、城市农场运动和民主教育的交汇点。在...
{"title":"‘Hitting at the heart of a massive problem’: articulating a democratic education through feminist practices of freedom and urban farm movements in Buenos Aires, Argentina","authors":"Jennifer Lee O’Donnell","doi":"10.1080/17457823.2023.2291312","DOIUrl":"https://doi.org/10.1080/17457823.2023.2291312","url":null,"abstract":"This ethnographic paper navigates the intersections of feminism, urban farm movements, and democratic education at La Granja Puerta del Sol, a small farm near Buenos Aires, Argentina. Under the ste...","PeriodicalId":46203,"journal":{"name":"Ethnography and Education","volume":"30 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138741774","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-07DOI: 10.1080/17457823.2023.2275115
Geoffrey Walford
It is now half a century since Joey explained to Paul Willis: ‘Vandalising […] that’s the opposite of boredom – excitement, defying the law’, one of many similar comments subsequently recorded in Learning to Labour (34). The book rapidly became an academic best-seller, and has since become an academic ‘national treasure’. But, before a round of celebratory articles and book chapters which can be expected to mark the 50th anniversary, this article gives a critique of the research methods used and argues that the influence of the book has been detrimental to the quality and rigour of the research methods demonstrated in many current ethnographic studies.
{"title":"‘Learning to labour’ and the labour of learning: a question of research methods","authors":"Geoffrey Walford","doi":"10.1080/17457823.2023.2275115","DOIUrl":"https://doi.org/10.1080/17457823.2023.2275115","url":null,"abstract":"It is now half a century since Joey explained to Paul Willis: ‘Vandalising […] that’s the opposite of boredom – excitement, defying the law’, one of many similar comments subsequently recorded in Learning to Labour (34). The book rapidly became an academic best-seller, and has since become an academic ‘national treasure’. But, before a round of celebratory articles and book chapters which can be expected to mark the 50th anniversary, this article gives a critique of the research methods used and argues that the influence of the book has been detrimental to the quality and rigour of the research methods demonstrated in many current ethnographic studies.","PeriodicalId":46203,"journal":{"name":"Ethnography and Education","volume":"84 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135433584","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-01DOI: 10.1080/17457823.2023.2272006
Sophie Del Fa
ABSTRACTBased on three vignettes taken from interviews with friends who were members of a social-ecological transition initiative of which I was both an active participant and a researcher, this paper explores ethnography in friendship. Breaking with the methodological proposals known as friendship as method, this text proposes to reflect on the ways friendship acts in ethnographic interviews. Through a ritual that unfolds during the interview, leading us to act ‘as if we were not friends’, this article seeks to ponder the types of knowledge produced and raises issues related to the researcher’s positioning within this kind of relationship. It turns out that the duo friendship-ethnography creates a particular space in which specific types of knowledges are produced and in which the researcher’s subjectivity is resolutely transformed.KEYWORDS: Ethnographic interviewfriendshipsknowledgepositionalityrelationships Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 Pseudonyms.2 (De Toledo Citation2021).3 Le fleuve qui voulait écrire tells the story of a constituent commission that is entrusted with the task of bringing the elements of nature (rivers, lakes, forests, valleys, oceans …) into political decision-making bodies.Additional informationFundingThis work was supported by the Social Sciences and Humanities Research Council of Canada.
[摘要]本文通过对我积极参与和研究的社会生态转型倡议成员的朋友的采访，探讨了友谊中的民族志。打破被称为“友谊作为方法”的方法论建议，本文提出反思友谊在民族志访谈中的行为方式。通过在采访过程中展开的仪式，引导我们“好像我们不是朋友”，本文试图思考所产生的知识类型，并提出与研究者在这种关系中的定位相关的问题。事实证明，友谊与民族志的二元关系创造了一个特定的空间，在这个空间中，特定类型的知识得以产生，研究者的主体性也在这个空间中得到了坚决的转变。关键词:民族志访谈友谊知识职位关系披露声明作者未报告潜在的利益冲突。注1假名。2 (De Toledo Citation2021)《Le fleuve qui voulait crire》讲述了一个组织委员会的故事，该委员会的任务是将自然元素(河流、湖泊、森林、山谷、海洋……)纳入政治决策机构。本研究得到了加拿大社会科学与人文研究理事会的支持。
{"title":"As if we were not friends: from (de)objectifying and (re)positioning and back","authors":"Sophie Del Fa","doi":"10.1080/17457823.2023.2272006","DOIUrl":"https://doi.org/10.1080/17457823.2023.2272006","url":null,"abstract":"ABSTRACTBased on three vignettes taken from interviews with friends who were members of a social-ecological transition initiative of which I was both an active participant and a researcher, this paper explores ethnography in friendship. Breaking with the methodological proposals known as friendship as method, this text proposes to reflect on the ways friendship acts in ethnographic interviews. Through a ritual that unfolds during the interview, leading us to act ‘as if we were not friends’, this article seeks to ponder the types of knowledge produced and raises issues related to the researcher’s positioning within this kind of relationship. It turns out that the duo friendship-ethnography creates a particular space in which specific types of knowledges are produced and in which the researcher’s subjectivity is resolutely transformed.KEYWORDS: Ethnographic interviewfriendshipsknowledgepositionalityrelationships Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 Pseudonyms.2 (De Toledo Citation2021).3 Le fleuve qui voulait écrire tells the story of a constituent commission that is entrusted with the task of bringing the elements of nature (rivers, lakes, forests, valleys, oceans …) into political decision-making bodies.Additional informationFundingThis work was supported by the Social Sciences and Humanities Research Council of Canada.","PeriodicalId":46203,"journal":{"name":"Ethnography and Education","volume":"139 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135372237","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-27DOI: 10.1080/17457823.2023.2262069
Alison Black, Barry Down
ABSTRACTThis article critically examines the everyday practices of streaming working-class students into vocational education and training pathways in public high schools in Western Australia. It challenges existing beliefs, assumptions and practices underpinning the ways in which students are artificially divided into academic and non-academic forms of school knowledge at a young age. In a country that prides itself on the myth of egalitarianism, we argue that streaming functions to legitimate existing power relations, social hierarchies, and educational inequalities. Drawing on the tradition of critical ethnography, the article examines the post school reflections of five young adults, now studying at Tertiary and Further Education (TAFE) institutions, as they reflect on their experience of high school and the processes around their decision to enrol in a vocational education and training programme at school and with what effects. The article identifies five emergent key themes organised around the narrative of each student.KEYWORDS: Social classstreaminginequalityneoliberalismcompetitioncritical ethnographystudent narrative Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 In Australia, public schools are government funded and provide free education to Australian citizens and permanent residents.
{"title":"Social class and streaming in contexts of educational disadvantage: what young people have to say","authors":"Alison Black, Barry Down","doi":"10.1080/17457823.2023.2262069","DOIUrl":"https://doi.org/10.1080/17457823.2023.2262069","url":null,"abstract":"ABSTRACTThis article critically examines the everyday practices of streaming working-class students into vocational education and training pathways in public high schools in Western Australia. It challenges existing beliefs, assumptions and practices underpinning the ways in which students are artificially divided into academic and non-academic forms of school knowledge at a young age. In a country that prides itself on the myth of egalitarianism, we argue that streaming functions to legitimate existing power relations, social hierarchies, and educational inequalities. Drawing on the tradition of critical ethnography, the article examines the post school reflections of five young adults, now studying at Tertiary and Further Education (TAFE) institutions, as they reflect on their experience of high school and the processes around their decision to enrol in a vocational education and training programme at school and with what effects. The article identifies five emergent key themes organised around the narrative of each student.KEYWORDS: Social classstreaminginequalityneoliberalismcompetitioncritical ethnographystudent narrative Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 In Australia, public schools are government funded and provide free education to Australian citizens and permanent residents.","PeriodicalId":46203,"journal":{"name":"Ethnography and Education","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135537092","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-26DOI: 10.1080/17457823.2023.2259531
Majid Komasi
ABSTRACTThis paper is based on the results of an ethnography conducted in the context of several junior high schools in the host community of Iran. It draws on the data collected via observations and forty sessions of in-depth semi-structured interviews with school staff, domestic (Iranian) and refugee (Afghan) students, and their parents. The paper aims to explore the probable impacts of some particular elements on the absorption of refugee students in the host community. These elements included interactions between refugee and domestic students, the role of their parents, and the role of multicultural aspects of pedagogy.KEYWORDS: Refugee studentsdomestic studentsabsorptioninteractionshost communitymulticulturalism Disclosure statementNo potential conflict of interest was reported by the author(s).
{"title":"Integration into the host community at schools: a study on Afghan refugee students’ interactions with the Iranian community","authors":"Majid Komasi","doi":"10.1080/17457823.2023.2259531","DOIUrl":"https://doi.org/10.1080/17457823.2023.2259531","url":null,"abstract":"ABSTRACTThis paper is based on the results of an ethnography conducted in the context of several junior high schools in the host community of Iran. It draws on the data collected via observations and forty sessions of in-depth semi-structured interviews with school staff, domestic (Iranian) and refugee (Afghan) students, and their parents. The paper aims to explore the probable impacts of some particular elements on the absorption of refugee students in the host community. These elements included interactions between refugee and domestic students, the role of their parents, and the role of multicultural aspects of pedagogy.KEYWORDS: Refugee studentsdomestic studentsabsorptioninteractionshost communitymulticulturalism Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":46203,"journal":{"name":"Ethnography and Education","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134958591","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-31DOI: 10.1080/17457823.2023.2252547
L. P. Teeters, Michelle Shedro, Adriana Álvarez, Kathy Schultz, Emily Gleason, Julia C. Zigarelli, Blanca Trejo
{"title":"Circles de confianza: using multimodal testimonios to build culturally sustaining schools","authors":"L. P. Teeters, Michelle Shedro, Adriana Álvarez, Kathy Schultz, Emily Gleason, Julia C. Zigarelli, Blanca Trejo","doi":"10.1080/17457823.2023.2252547","DOIUrl":"https://doi.org/10.1080/17457823.2023.2252547","url":null,"abstract":"","PeriodicalId":46203,"journal":{"name":"Ethnography and Education","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49187541","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-31DOI: 10.1080/17457823.2023.2252545
Dennis Beach
{"title":"Researching for justice: using meta-ethnographic synthesis to develop knowledge for research for social transformation","authors":"Dennis Beach","doi":"10.1080/17457823.2023.2252545","DOIUrl":"https://doi.org/10.1080/17457823.2023.2252545","url":null,"abstract":"","PeriodicalId":46203,"journal":{"name":"Ethnography and Education","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47821704","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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