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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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}
Pub Date : 2023-08-31DOI: 10.1080/17457823.2023.2252951
Baptiste Besse-Patin
{"title":"How play becomes educational: case study in an out-of-school club in France","authors":"Baptiste Besse-Patin","doi":"10.1080/17457823.2023.2252951","DOIUrl":"https://doi.org/10.1080/17457823.2023.2252951","url":null,"abstract":"","PeriodicalId":46203,"journal":{"name":"Ethnography and Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44431798","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 : 2023-07-03DOI: 10.1080/17457823.2023.2240464
Mary O. Rickert
ABSTRACT This paper explores the dynamic and situated nature of language education policy in an Early Childhood Education and Care (ECEC) centre through the lens of researcher-child relationality. Drawing on data from 4.5 months of linguistic ethnographic fieldwork in a pre-school in the Netherlands, one extended play situation that emerged between me as a researcher and a multilingual child is discussed in-depth. During our play, we interrelate with the pre-school’s dominantly monolingual language education policy in multiple ways, ranging from manifesting it to challenging it, while we also constantly relate to the ECEC environment, and each other. Relationality is suggested as a fruitful pathway to understanding processual and dynamic language education policy processes, taking both child agency and researcher agency into account as it constantly emerges and intra-acts.
{"title":"‘You Dutch, not English’: exploring language education policy in pre-school through researcher-child-relationality","authors":"Mary O. Rickert","doi":"10.1080/17457823.2023.2240464","DOIUrl":"https://doi.org/10.1080/17457823.2023.2240464","url":null,"abstract":"ABSTRACT This paper explores the dynamic and situated nature of language education policy in an Early Childhood Education and Care (ECEC) centre through the lens of researcher-child relationality. Drawing on data from 4.5 months of linguistic ethnographic fieldwork in a pre-school in the Netherlands, one extended play situation that emerged between me as a researcher and a multilingual child is discussed in-depth. During our play, we interrelate with the pre-school’s dominantly monolingual language education policy in multiple ways, ranging from manifesting it to challenging it, while we also constantly relate to the ECEC environment, and each other. Relationality is suggested as a fruitful pathway to understanding processual and dynamic language education policy processes, taking both child agency and researcher agency into account as it constantly emerges and intra-acts.","PeriodicalId":46203,"journal":{"name":"Ethnography and Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42198570","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 : 2023-07-03DOI: 10.1080/17457823.2023.2230333
Jin-Hyang Kim
ABSTRACT This study employs critical ethnographic child–parent research to examine Korean American children’s lived experiences related to anti-Asian racism, looking closely at children’s ordinary interactions in their everyday lives at home. Children’s conversations at home were audio – and video-recorded and artifacts created by children and from school were collected. While children as co-researchers actively participated in the research, they shared their perspectives on race and anti-Asian racism, noticing the invisibility and stereotypes of Asian Americans. The children’s counterstories from child–parent research reveal that racialized discourses toward Asians and Asian Americans are not discussed at school even though children experience them. This study opens more conversations to understand and navigate Asian American children’s perspectives on race and racism and methodological insights for racially minoritized parent research with children.
{"title":"‘Where are Asian Americans?’: exploring racialized discourses toward Asian Americans through critical ethnographic child-parent research","authors":"Jin-Hyang Kim","doi":"10.1080/17457823.2023.2230333","DOIUrl":"https://doi.org/10.1080/17457823.2023.2230333","url":null,"abstract":"ABSTRACT This study employs critical ethnographic child–parent research to examine Korean American children’s lived experiences related to anti-Asian racism, looking closely at children’s ordinary interactions in their everyday lives at home. Children’s conversations at home were audio – and video-recorded and artifacts created by children and from school were collected. While children as co-researchers actively participated in the research, they shared their perspectives on race and anti-Asian racism, noticing the invisibility and stereotypes of Asian Americans. The children’s counterstories from child–parent research reveal that racialized discourses toward Asians and Asian Americans are not discussed at school even though children experience them. This study opens more conversations to understand and navigate Asian American children’s perspectives on race and racism and methodological insights for racially minoritized parent research with children.","PeriodicalId":46203,"journal":{"name":"Ethnography and Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47954421","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 : 2023-07-03DOI: 10.1080/17457823.2023.2233650
Namrita Batra
ABSTRACT Researchers who wish to become insiders to children’s cultural worlds need to genuinely engage with the difference in social power between them and their participants. Most published accounts of adult positionality have been provided by those who have explored children’s school practices. The ethnography discussed in this paper focused on the home and school literacy practices of children in a rural village in India. Cognisant of the unequal teacher-student relationships in this part of the world, I positioned myself as a least-teacher which, I argue, presents a cultural approximant for the least-adult role extensively discussed in literature. The role enabled the children to view me differently from their teachers – as a madamii. In this paper, I discuss its various facets with the twin focus of examining the efficacy of the role for future research and its affordances for the vision of a teacher provided by Indian policy documents.
{"title":"‘We will call you madamii’: a researcher’s journey from being viewed as a madame to a madamii by children in a rural village in India","authors":"Namrita Batra","doi":"10.1080/17457823.2023.2233650","DOIUrl":"https://doi.org/10.1080/17457823.2023.2233650","url":null,"abstract":"ABSTRACT\u0000 Researchers who wish to become insiders to children’s cultural worlds need to genuinely engage with the difference in social power between them and their participants. Most published accounts of adult positionality have been provided by those who have explored children’s school practices. The ethnography discussed in this paper focused on the home and school literacy practices of children in a rural village in India. Cognisant of the unequal teacher-student relationships in this part of the world, I positioned myself as a least-teacher which, I argue, presents a cultural approximant for the least-adult role extensively discussed in literature. The role enabled the children to view me differently from their teachers – as a madamii. In this paper, I discuss its various facets with the twin focus of examining the efficacy of the role for future research and its affordances for the vision of a teacher provided by Indian policy documents.","PeriodicalId":46203,"journal":{"name":"Ethnography and Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42409371","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 : 2023-07-03DOI: 10.1080/17457823.2023.2232500
Rena Anriana, G. Witri, Z. H. Putra, Muhammad Fendrik, Dahnilsyah, Ayman Aljarrah
ABSTRACT This research seeks to explore the ethnomathematical study of measurements of the Bengkalis Malay community as a study of mathematics instructional material for elementary schools. The method used is an ethnographic study which is part of the qualitative research method. The data collection techniques were observation, interview, filed notes, and documentation. The results of this study indicate that there is an ethnomathematical notion on the measurement of the Bengkalis Malay community related to measurement material for elementary school, including in the topics of measuring length, weight, area, volume, and time. Those non-standard measurement units are still used and well-known in the community. In contrast, teachers and students at elementary schools only know some terminologies and do not frequently practice them in schools. Thus, the researchers recommend incorporating ethnomathematics of measurement activities from the Bengkalis Malay community as mathematics resources for learning mathematics in elementary school.
{"title":"Ethnomathematics study in measurement of Bengkalis Malay community as mathematics resources for elementary school","authors":"Rena Anriana, G. Witri, Z. H. Putra, Muhammad Fendrik, Dahnilsyah, Ayman Aljarrah","doi":"10.1080/17457823.2023.2232500","DOIUrl":"https://doi.org/10.1080/17457823.2023.2232500","url":null,"abstract":"ABSTRACT This research seeks to explore the ethnomathematical study of measurements of the Bengkalis Malay community as a study of mathematics instructional material for elementary schools. The method used is an ethnographic study which is part of the qualitative research method. The data collection techniques were observation, interview, filed notes, and documentation. The results of this study indicate that there is an ethnomathematical notion on the measurement of the Bengkalis Malay community related to measurement material for elementary school, including in the topics of measuring length, weight, area, volume, and time. Those non-standard measurement units are still used and well-known in the community. In contrast, teachers and students at elementary schools only know some terminologies and do not frequently practice them in schools. Thus, the researchers recommend incorporating ethnomathematics of measurement activities from the Bengkalis Malay community as mathematics resources for learning mathematics in elementary school.","PeriodicalId":46203,"journal":{"name":"Ethnography and Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45475631","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 : 2023-07-03DOI: 10.1080/17457823.2023.2232069
Tomàs Segarra Arnau, Joan A. Traver Martí, María Lozano Estivalis
ABSTRACT This paper presents partial results of a broader investigation and focuses on describing a process of reification that took place at the heart of an immigrant community in Sant Mateu (Castelló, Spain), and that crystallised through the construction and management of a mosque. The theoretical framework draws on social learning theories, with a particular focus on situated learning and communities of practice. Regarding the method, the study follows an ethnographic, qualitative approach. We present the fieldwork procedures (participatory observation, interviews and focus groups) and analytical procedures (content analysis) followed in the research. The results recount the process this immigrant community followed to build the mosque, and the meanings for the community of the process followed and its culmination. Finally, the discussion and conclusions characterise this immigrant community as a community of practice where situated learning processes arise.
{"title":"Building a mosque. Reification and situated learning at the core of an immigrant community of practice","authors":"Tomàs Segarra Arnau, Joan A. Traver Martí, María Lozano Estivalis","doi":"10.1080/17457823.2023.2232069","DOIUrl":"https://doi.org/10.1080/17457823.2023.2232069","url":null,"abstract":"ABSTRACT This paper presents partial results of a broader investigation and focuses on describing a process of reification that took place at the heart of an immigrant community in Sant Mateu (Castelló, Spain), and that crystallised through the construction and management of a mosque. The theoretical framework draws on social learning theories, with a particular focus on situated learning and communities of practice. Regarding the method, the study follows an ethnographic, qualitative approach. We present the fieldwork procedures (participatory observation, interviews and focus groups) and analytical procedures (content analysis) followed in the research. The results recount the process this immigrant community followed to build the mosque, and the meanings for the community of the process followed and its culmination. Finally, the discussion and conclusions characterise this immigrant community as a community of practice where situated learning processes arise.","PeriodicalId":46203,"journal":{"name":"Ethnography and Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48919850","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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