Pub Date : 2023-07-03DOI: 10.1080/17457823.2023.2240463
M. Vigo-Arrazola
ABSTRACT For over three decades now, the use of digital devices and media has had a growing impact on educational and teaching practices in schools. Though ethnographic research has documented some of these effects, it has often done so from the neutral perspective of a non-partisan participant-observer and recorder-reporter of the events that unfold. The more specific objective of this paper relates to ethnographers’ involvement in research to transform how digital media and devices are used in disadvantaged schools and how interaction between researchers and teachers can influence the practices studied and the perspectives held by the teachers at these schools. By using examples of ethnographic research in disadvantaged schools in rural and urban localities on the use of digital media in teaching practices in Spain, between 2008 and 2021, this article shows how the researcher’ role in educational ethnographic research could provide insights into the transformative value of ethnographic research.
{"title":"Exploring the influence of the ethnographic researcher’s role in digital teaching practices in disadvantaged schools","authors":"M. Vigo-Arrazola","doi":"10.1080/17457823.2023.2240463","DOIUrl":"https://doi.org/10.1080/17457823.2023.2240463","url":null,"abstract":"ABSTRACT For over three decades now, the use of digital devices and media has had a growing impact on educational and teaching practices in schools. Though ethnographic research has documented some of these effects, it has often done so from the neutral perspective of a non-partisan participant-observer and recorder-reporter of the events that unfold. The more specific objective of this paper relates to ethnographers’ involvement in research to transform how digital media and devices are used in disadvantaged schools and how interaction between researchers and teachers can influence the practices studied and the perspectives held by the teachers at these schools. By using examples of ethnographic research in disadvantaged schools in rural and urban localities on the use of digital media in teaching practices in Spain, between 2008 and 2021, this article shows how the researcher’ role in educational ethnographic research could provide insights into the transformative value of ethnographic research.","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":"42662156","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 : 2023-04-03DOI: 10.1080/17457823.2023.2223691
V. Pacini-Ketchabaw, Cristina Delgado Vintimilla
ABSTRACT The article offers microfragmentos of reinvention in response to the incursion of capitalist and neocolonial threats. The microfragmentos – small, broken, and irregular fragments that remain incomplete – are a modest local political initiative growing from an ethnographic project among Cañari women and children in the high Ecuadorian Andes. Three microfragmentos on growing, cooking, and eating narrate reinvention around food practices. As the women collectively work their ch’ixi (that is, drawing from the Indigenous side of their subjectivities), practices of growing potatoes, making meals together, and returning to childhood meals transform dimensions of their daily living. These transformations challenge the colonial tragedies they have collectively inherited and, in turn, assist the women to reinvent their lives in the modernised Ecuadorian Andes.
{"title":"Microfragmentos of reinvention: ch’ixi food practices with women and children","authors":"V. Pacini-Ketchabaw, Cristina Delgado Vintimilla","doi":"10.1080/17457823.2023.2223691","DOIUrl":"https://doi.org/10.1080/17457823.2023.2223691","url":null,"abstract":"ABSTRACT The article offers microfragmentos of reinvention in response to the incursion of capitalist and neocolonial threats. The microfragmentos – small, broken, and irregular fragments that remain incomplete – are a modest local political initiative growing from an ethnographic project among Cañari women and children in the high Ecuadorian Andes. Three microfragmentos on growing, cooking, and eating narrate reinvention around food practices. As the women collectively work their ch’ixi (that is, drawing from the Indigenous side of their subjectivities), practices of growing potatoes, making meals together, and returning to childhood meals transform dimensions of their daily living. These transformations challenge the colonial tragedies they have collectively inherited and, in turn, assist the women to reinvent their lives in the modernised Ecuadorian Andes.","PeriodicalId":46203,"journal":{"name":"Ethnography and Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41778356","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 : 2023-04-03DOI: 10.1080/17457823.2023.2220461
Jennifer Lee O’Donnell
ABSTRACT Teacher identity work throughout one’s academic studies and career has been shown to have a positive impact on teachers’ resilience and longevity in the field, in contrast to those who do not engage in these kinds of reflexive practices. This research expands our understanding of teacher identities and how they develop within and outside school settings, acknowledging the complex paths teachers navigate to enter the classroom. To promote reflexive thinking among pre-service and in-service teachers about their identities, how they inform their desire to teach and their instructional practices, this inquiry presents an account of teachers who were at one time transfrontertizos – when they were students, they crossed the border from Mexico to attend U.S. schools. Drawing from ethnographic research conducted in Calexico and its neighbouring city of Mexicali, it explores how their experiences of crossing back and forth between two countries for education shaped their identities in distinct ways.
{"title":"A critical-place ethnography of transfronterizo teachers at the intersections of self-defense, self-creation, and borderlands identity formation","authors":"Jennifer Lee O’Donnell","doi":"10.1080/17457823.2023.2220461","DOIUrl":"https://doi.org/10.1080/17457823.2023.2220461","url":null,"abstract":"ABSTRACT Teacher identity work throughout one’s academic studies and career has been shown to have a positive impact on teachers’ resilience and longevity in the field, in contrast to those who do not engage in these kinds of reflexive practices. This research expands our understanding of teacher identities and how they develop within and outside school settings, acknowledging the complex paths teachers navigate to enter the classroom. To promote reflexive thinking among pre-service and in-service teachers about their identities, how they inform their desire to teach and their instructional practices, this inquiry presents an account of teachers who were at one time transfrontertizos – when they were students, they crossed the border from Mexico to attend U.S. schools. Drawing from ethnographic research conducted in Calexico and its neighbouring city of Mexicali, it explores how their experiences of crossing back and forth between two countries for education shaped their identities in distinct ways.","PeriodicalId":46203,"journal":{"name":"Ethnography and Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44676956","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 : 2023-03-10DOI: 10.1080/17457823.2023.2186741
Camilla Forsberg, Paul Horton, Robert Thornberg
ABSTRACT We investigate the importance of spatial, material, and organisational factors to gendered peer relations on the school football pitch. The study is part of an ethnographic research project exploring the relations between school bullying and the institutional context of schooling, focusing on the perspectives of teachers and pupils from preschool class up to grade eight (approximately ages 5–13). The findings in this study are based on participant observations and semi-structured interviews with pupils at three schools in Sweden. Our findings illustrate how social-ecological elements of spatial, material, and organisational factors such as school design, the material construction of the pitches, and the temporal organisation of the space through scheduling promote gendered positioning and fevered interactions which influence peer relations and sometimes contribute to degrading treatment, harassment and bullying. Our study demonstrates how these processes need to be understood as complexly related to social-ecological factors beyond the football pitch setting.
{"title":"Fever pitch: spatial, material, and temporal organisational dimensions of gendered peer relations on the school football pitch","authors":"Camilla Forsberg, Paul Horton, Robert Thornberg","doi":"10.1080/17457823.2023.2186741","DOIUrl":"https://doi.org/10.1080/17457823.2023.2186741","url":null,"abstract":"ABSTRACT We investigate the importance of spatial, material, and organisational factors to gendered peer relations on the school football pitch. The study is part of an ethnographic research project exploring the relations between school bullying and the institutional context of schooling, focusing on the perspectives of teachers and pupils from preschool class up to grade eight (approximately ages 5–13). The findings in this study are based on participant observations and semi-structured interviews with pupils at three schools in Sweden. Our findings illustrate how social-ecological elements of spatial, material, and organisational factors such as school design, the material construction of the pitches, and the temporal organisation of the space through scheduling promote gendered positioning and fevered interactions which influence peer relations and sometimes contribute to degrading treatment, harassment and bullying. Our study demonstrates how these processes need to be understood as complexly related to social-ecological factors beyond the football pitch setting.","PeriodicalId":46203,"journal":{"name":"Ethnography and Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2023-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46208030","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 : 2023-01-02DOI: 10.1080/17457823.2023.2186738
Janire Fonseca Peso, C. Maiztegui-Oñate, Rosa María Santibáñez Grüber
ABSTRACT The aim of this article is to analyse the educational strategies used by educators in out-of-school educational programmes for young people between 12 and18 years old. Taking an ethnographic approach, data collection was carried out through participant observation at seven programme sites where the participants assumed different levels of responsibility. The ‘youth-adult partnership’, which involves people of different ages working together to spark changes in their environment, was used as an analytical framework. The main results showed the use of similar strategies across the different sites, notably including the establishment of relationships of trust and support, giving participants a voice in decision-making processes, and developing critical thinking. However, the type of task, the time spent on it and consistency in relationships seemed to be key factors in choosing specific strategies that encouraged involvement and decision-making.
{"title":"Socio-educational support in exercising citizenship: analysis of an out-of-school programme with adolescents","authors":"Janire Fonseca Peso, C. Maiztegui-Oñate, Rosa María Santibáñez Grüber","doi":"10.1080/17457823.2023.2186738","DOIUrl":"https://doi.org/10.1080/17457823.2023.2186738","url":null,"abstract":"ABSTRACT The aim of this article is to analyse the educational strategies used by educators in out-of-school educational programmes for young people between 12 and18 years old. Taking an ethnographic approach, data collection was carried out through participant observation at seven programme sites where the participants assumed different levels of responsibility. The ‘youth-adult partnership’, which involves people of different ages working together to spark changes in their environment, was used as an analytical framework. The main results showed the use of similar strategies across the different sites, notably including the establishment of relationships of trust and support, giving participants a voice in decision-making processes, and developing critical thinking. However, the type of task, the time spent on it and consistency in relationships seemed to be key factors in choosing specific strategies that encouraged involvement and decision-making.","PeriodicalId":46203,"journal":{"name":"Ethnography and Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45878708","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 : 2023-01-02DOI: 10.1080/17457823.2023.2192170
Begoña Vigo Arrazola, Jonathan Tummons
The different articles in this special issue of Ethnography and Education approach several inter-related questions. What is the nature of ethnography of education for Social Justice? In what ways can a deeper understanding of ethnography inform and guide the actions of researchers for social justice in education settings? How best can ethnographic research be developed in education for Social Justice? And finally, to what extent can ethnography of education for social justice be preserved? As researchers and specifically as ethnographers of education, we think it is essential that we consistently ask the question: ‘for what purpose should we do research in education?’ Perhaps an equally important question is: ‘in whose interests are we acting?’ This special issue foregrounds a moral purpose in educational research and aims to examine ethnographies of education for social justice through a variety of lenses and scenarios. In each of the papers, our underlying assumption is that ethnography of education and being an ethnographer are linked to social and moral responsibility. Our hope is that we can generate truly useful knowledge for educational change and social transformation in the interests of educational praxis and also social justice. In our original call for papers, we looked for ways to explicate the creation of spaces where researchers and participants empower the research process and generate dialogues of mutual transformation. The ways in which ethnographic research practices can contribute to participants’ autonomous constructions of themselves, ability to reflect critically and control their own educational practices based on propositional knowledge that can be incorporated into their teaching practices, are sometimes insufficiently articulated. And this is the critical point. The analysis of the information and the interaction during research provides knowledge that serves to focus the attentionof researchparticipants onwhat they already, implicitly, know. It also enables them to develop that knowledge and allows them to have a point of reference to fit to their own experiences. We wish to extend this lens for analysis towards students, parents, community leaders, and any other people who can claim an interest in or concern for educational processes, practices, and praxis, from a social justice standpoint. We are excited to be curating this rich collection of papers that includes a diversity of approaches, research, narratives, and voices. Across this special issue, different educational practices have been explored in such a way not only to foreground the participatory potential of the researched but also to generate emancipatory spaces for different social actors within education to make sense of their own condition and position, and to co-construct, in a meaningful way, powerful knowledge among and of themselves. The cores of interest are distinct in each article but there is a contextual sensitivity, there is coherence and there i
{"title":"Guest Editorial: Ethnographies of Education for Social Justice","authors":"Begoña Vigo Arrazola, Jonathan Tummons","doi":"10.1080/17457823.2023.2192170","DOIUrl":"https://doi.org/10.1080/17457823.2023.2192170","url":null,"abstract":"The different articles in this special issue of Ethnography and Education approach several inter-related questions. What is the nature of ethnography of education for Social Justice? In what ways can a deeper understanding of ethnography inform and guide the actions of researchers for social justice in education settings? How best can ethnographic research be developed in education for Social Justice? And finally, to what extent can ethnography of education for social justice be preserved? As researchers and specifically as ethnographers of education, we think it is essential that we consistently ask the question: ‘for what purpose should we do research in education?’ Perhaps an equally important question is: ‘in whose interests are we acting?’ This special issue foregrounds a moral purpose in educational research and aims to examine ethnographies of education for social justice through a variety of lenses and scenarios. In each of the papers, our underlying assumption is that ethnography of education and being an ethnographer are linked to social and moral responsibility. Our hope is that we can generate truly useful knowledge for educational change and social transformation in the interests of educational praxis and also social justice. In our original call for papers, we looked for ways to explicate the creation of spaces where researchers and participants empower the research process and generate dialogues of mutual transformation. The ways in which ethnographic research practices can contribute to participants’ autonomous constructions of themselves, ability to reflect critically and control their own educational practices based on propositional knowledge that can be incorporated into their teaching practices, are sometimes insufficiently articulated. And this is the critical point. The analysis of the information and the interaction during research provides knowledge that serves to focus the attentionof researchparticipants onwhat they already, implicitly, know. It also enables them to develop that knowledge and allows them to have a point of reference to fit to their own experiences. We wish to extend this lens for analysis towards students, parents, community leaders, and any other people who can claim an interest in or concern for educational processes, practices, and praxis, from a social justice standpoint. We are excited to be curating this rich collection of papers that includes a diversity of approaches, research, narratives, and voices. Across this special issue, different educational practices have been explored in such a way not only to foreground the participatory potential of the researched but also to generate emancipatory spaces for different social actors within education to make sense of their own condition and position, and to co-construct, in a meaningful way, powerful knowledge among and of themselves. The cores of interest are distinct in each article but there is a contextual sensitivity, there is coherence and there i","PeriodicalId":46203,"journal":{"name":"Ethnography and Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41331741","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 : 2023-01-02DOI: 10.1080/17457823.2023.2180324
Virginie Thériault, Jean-Pierre Mercier
ABSTRACT This article explores the ethical dilemmas encountered by two ethnographers in adult education research in a context where neoliberalism impacts on education settings, policies, and social justice. Everyday ethical dilemmas arise in thorny situations in which the general ethical principles ethnographers are regulated by cannot help them react or respond in the heat of the moment. The three technological processes through which neoliberalism in education is operationalised (the market, management, and performance) are used to analyse two ethnographic research contexts in adult education settings in Québec, Canada. The empirical data generated from these two separate investigations are used to construct six vignettes illustrating how neoliberal technologies influence social justice in those settings. Neoliberalism, precarity and social justice are closely related both theoretically and in our results. The data show the sensitivity required by the ethnographer to navigate the precarious situations that individuals and organisations face vis-a-vis neoliberalism in adult education.
{"title":"Illustrations of ethical dilemmas during ethnographic fieldwork: when social justice meets neoliberalism in adult education","authors":"Virginie Thériault, Jean-Pierre Mercier","doi":"10.1080/17457823.2023.2180324","DOIUrl":"https://doi.org/10.1080/17457823.2023.2180324","url":null,"abstract":"ABSTRACT This article explores the ethical dilemmas encountered by two ethnographers in adult education research in a context where neoliberalism impacts on education settings, policies, and social justice. Everyday ethical dilemmas arise in thorny situations in which the general ethical principles ethnographers are regulated by cannot help them react or respond in the heat of the moment. The three technological processes through which neoliberalism in education is operationalised (the market, management, and performance) are used to analyse two ethnographic research contexts in adult education settings in Québec, Canada. The empirical data generated from these two separate investigations are used to construct six vignettes illustrating how neoliberal technologies influence social justice in those settings. Neoliberalism, precarity and social justice are closely related both theoretically and in our results. The data show the sensitivity required by the ethnographer to navigate the precarious situations that individuals and organisations face vis-a-vis neoliberalism in adult education.","PeriodicalId":46203,"journal":{"name":"Ethnography and Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49115007","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 : 2023-01-02DOI: 10.1080/17457823.2023.2180323
Jesús Soldevila-Pérez, Joan Jordi Muntaner-Guasp, Mila Naranjo-Llanos
ABSTRACT The main objective of this research is to present and analyse the collaboration process established between the ethnographers and a school that faces the challenge of promoting change towards a more inclusive and social justice model. The methods used to carry out this four-year process were, in essence, participatory observation in multiple contexts, individual interviews and discussion groups and, finally, informal conversations with all the participants of the process. The results demonstrate the conditions and advantages that come out of the collaboration process between all those involved and the ethnographers; the importance of learning and knowing how to listen to the students’ voices; and the changes made to the education process that bolster the introduction of a more inclusive and social justice model in schooling.
{"title":"Collaboration between ethnographers and the educational community of a school in the development of inclusive education","authors":"Jesús Soldevila-Pérez, Joan Jordi Muntaner-Guasp, Mila Naranjo-Llanos","doi":"10.1080/17457823.2023.2180323","DOIUrl":"https://doi.org/10.1080/17457823.2023.2180323","url":null,"abstract":"ABSTRACT The main objective of this research is to present and analyse the collaboration process established between the ethnographers and a school that faces the challenge of promoting change towards a more inclusive and social justice model. The methods used to carry out this four-year process were, in essence, participatory observation in multiple contexts, individual interviews and discussion groups and, finally, informal conversations with all the participants of the process. The results demonstrate the conditions and advantages that come out of the collaboration process between all those involved and the ethnographers; the importance of learning and knowing how to listen to the students’ voices; and the changes made to the education process that bolster the introduction of a more inclusive and social justice model in schooling.","PeriodicalId":46203,"journal":{"name":"Ethnography and Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45534797","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 : 2023-01-02DOI: 10.1080/17457823.2023.2186740
David Pérez-Castejón
ABSTRACT Initial teacher education faces the challenge of training future teachers to lead the change in schools towards inclusive education based on social justice. However, the literature reveals that preservice teachers may view inclusive education through the lens of special education. This paper presents a contextualised ethnographic study centred upon data production from the author’s own institution and teaching space, working with ITE students in a university in Northern Spain. Within this reflective article, the aim is to identify the practices and intellectual requirements that contribute to educating preservice teachers acting in the interest of social justice and inclusive education. Data are obtained from participant observation, text analysis and interviews. The analysis emphasises three conditions to consider. These are: (i) destabilising common sense, (ii) generating spaces for theoretical reflection and, (iii) training experiences and research scenarios to re-think possibilities of inclusive education. The article concludes by highlighting key aspects and implications.
{"title":"Practices and intellectual requirements for attaining inclusive education and social justice in Initial Teacher Education: ethnography","authors":"David Pérez-Castejón","doi":"10.1080/17457823.2023.2186740","DOIUrl":"https://doi.org/10.1080/17457823.2023.2186740","url":null,"abstract":"ABSTRACT Initial teacher education faces the challenge of training future teachers to lead the change in schools towards inclusive education based on social justice. However, the literature reveals that preservice teachers may view inclusive education through the lens of special education. This paper presents a contextualised ethnographic study centred upon data production from the author’s own institution and teaching space, working with ITE students in a university in Northern Spain. Within this reflective article, the aim is to identify the practices and intellectual requirements that contribute to educating preservice teachers acting in the interest of social justice and inclusive education. Data are obtained from participant observation, text analysis and interviews. The analysis emphasises three conditions to consider. These are: (i) destabilising common sense, (ii) generating spaces for theoretical reflection and, (iii) training experiences and research scenarios to re-think possibilities of inclusive education. The article concludes by highlighting key aspects and implications.","PeriodicalId":46203,"journal":{"name":"Ethnography and Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43954031","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 : 2022-12-20DOI: 10.1080/17457823.2022.2158748
Talitha Stam, Bonnie E. French, N. Lucassen, R. van Steensel, Brian P. Godor, R. Keizer
ABSTRACT Parental involvement in children’s education contributes to children’s educational success. Most schools, therefore, aim to increase parental involvement and organise school-based activities that provide parents with interaction opportunities with teachers, school administrators, and other parents. Although the impact of parental involvement is studied frequently, little attention has gone into examining the interparental dynamics during school-based parental involvement activities. An ethnographic study conducted in five primary schools in The Netherlands shows how interactions among parents shape school-based parental involvement activities (in specific Parent Coffee Mornings). On the one hand, the interactions during Parent Coffee Mornings contributed to increased parental involvement, parents’ network, and social capital of parents. On the other hand, these interactions created patterns of exclusion among parents in what were intended to be inclusionary activities. Knowledge about the dual nature of these activities is likely vital for researchers and school administrations alike.
{"title":"Not your cup of coffee? An ethnographic study on interparental dynamics during parental involvement activities in Dutch primary schools","authors":"Talitha Stam, Bonnie E. French, N. Lucassen, R. van Steensel, Brian P. Godor, R. Keizer","doi":"10.1080/17457823.2022.2158748","DOIUrl":"https://doi.org/10.1080/17457823.2022.2158748","url":null,"abstract":"ABSTRACT Parental involvement in children’s education contributes to children’s educational success. Most schools, therefore, aim to increase parental involvement and organise school-based activities that provide parents with interaction opportunities with teachers, school administrators, and other parents. Although the impact of parental involvement is studied frequently, little attention has gone into examining the interparental dynamics during school-based parental involvement activities. An ethnographic study conducted in five primary schools in The Netherlands shows how interactions among parents shape school-based parental involvement activities (in specific Parent Coffee Mornings). On the one hand, the interactions during Parent Coffee Mornings contributed to increased parental involvement, parents’ network, and social capital of parents. On the other hand, these interactions created patterns of exclusion among parents in what were intended to be inclusionary activities. Knowledge about the dual nature of these activities is likely vital for researchers and school administrations alike.","PeriodicalId":46203,"journal":{"name":"Ethnography and Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2022-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48479112","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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