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":"18 1","pages":"21 - 37"},"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":"190 9","pages":"1 - 3"},"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":"18 1","pages":"4 - 20"},"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: 10.1080/17457823.2023.2186740
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":"18 1","pages":"112 - 126"},"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 : 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":"18 1","pages":"94 - 111"},"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 : 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":"18 1","pages":"159 - 182"},"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}
Pub Date : 2022-11-29DOI: 10.1080/17457823.2022.2149272
Pomme van de Weerd
ABSTRACT This paper critically analyses and aims to denaturalise models of identity that circulate in discourse about vocational education in the Netherlands. It is argued that discourse about the vocational track is characterised by a pervasive focus on deficits, framing vocational education as unprestigious, and its students as unintelligent and insubordinate. The analysis focuses on three levels at which this model of identity circulates and is reproduced: it is rooted in the historical emergence of tracks in the Netherlands, is re-enforced throughout the educational trajectories of students in the vocational track, and is reproduced on the event level in routine interactions among students and teachers. The paper contributes to existing scholarship on the sociocultural and personal dimensions of tracking, which predominantly comes from studies based on survey and interview-based data, by building on data from ethnographic fieldwork and participant observation.
{"title":"Being ‘the lowest’: models of identity and deficit discourse in vocational education","authors":"Pomme van de Weerd","doi":"10.1080/17457823.2022.2149272","DOIUrl":"https://doi.org/10.1080/17457823.2022.2149272","url":null,"abstract":"ABSTRACT This paper critically analyses and aims to denaturalise models of identity that circulate in discourse about vocational education in the Netherlands. It is argued that discourse about the vocational track is characterised by a pervasive focus on deficits, framing vocational education as unprestigious, and its students as unintelligent and insubordinate. The analysis focuses on three levels at which this model of identity circulates and is reproduced: it is rooted in the historical emergence of tracks in the Netherlands, is re-enforced throughout the educational trajectories of students in the vocational track, and is reproduced on the event level in routine interactions among students and teachers. The paper contributes to existing scholarship on the sociocultural and personal dimensions of tracking, which predominantly comes from studies based on survey and interview-based data, by building on data from ethnographic fieldwork and participant observation.","PeriodicalId":46203,"journal":{"name":"Ethnography and Education","volume":"18 1","pages":"144 - 158"},"PeriodicalIF":0.5,"publicationDate":"2022-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41851488","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 : 2022-09-26DOI: 10.1080/17457823.2022.2122855
Sirpa Lappalainen, K. Hakala, E. Lahelma, Reetta Mietola, Annukka Niemi, Ulla-Maija Salo, Tarja Tolonen
ABSTRACT The focus of this article is on the history and current trends of feminist ethnography in Finland. It highlights the impact of feminist ethnography in Finnish educational research and illustrates how feminist ethnography has succeeded in asking novel questions and developing methodologies by drawing on multiple feminist theories. The article is based on a review of studies, selected to represent the multiplicity of themes, theoretical approaches and methodological epiphanies, as well as earlier analyses and memories of researchers who launched feminist educational ethnography in Finland. Drawing predominantly from the British feminist educational ethnography, in Finland feminist ethnography in education took its first steps in the 1990s and achieved a stable position in the early 2000s. Feminist ethnography has contributed to a debate on social justice by highlighting the hidden modes of discrimination and exclusion in educational institutions, thus ‘troubling’ the national self-image as a forerunner of equality and social justice.
{"title":"Feminist ethnography as ‘Troublemaker’ in educational research: analysing barriers of social justice","authors":"Sirpa Lappalainen, K. Hakala, E. Lahelma, Reetta Mietola, Annukka Niemi, Ulla-Maija Salo, Tarja Tolonen","doi":"10.1080/17457823.2022.2122855","DOIUrl":"https://doi.org/10.1080/17457823.2022.2122855","url":null,"abstract":"ABSTRACT The focus of this article is on the history and current trends of feminist ethnography in Finland. It highlights the impact of feminist ethnography in Finnish educational research and illustrates how feminist ethnography has succeeded in asking novel questions and developing methodologies by drawing on multiple feminist theories. The article is based on a review of studies, selected to represent the multiplicity of themes, theoretical approaches and methodological epiphanies, as well as earlier analyses and memories of researchers who launched feminist educational ethnography in Finland. Drawing predominantly from the British feminist educational ethnography, in Finland feminist ethnography in education took its first steps in the 1990s and achieved a stable position in the early 2000s. Feminist ethnography has contributed to a debate on social justice by highlighting the hidden modes of discrimination and exclusion in educational institutions, thus ‘troubling’ the national self-image as a forerunner of equality and social justice.","PeriodicalId":46203,"journal":{"name":"Ethnography and Education","volume":"18 1","pages":"38 - 56"},"PeriodicalIF":0.5,"publicationDate":"2022-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45957263","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 : 2022-09-12DOI: 10.1080/17457823.2022.2119877
E. Kim
ABSTRACT Little is known about college students during their summer break between the first and second years of college, when some students may contemplate whether they will return to college. Using ethnographic method, this article addresses critical questions of low-income college students during their summer breaks of where they go, where they stay, and what they do. Especially for the most vulnerable populations, unstable summer experiences have the potential to debilitate academic progress. Based on the literature of summer learning loss described as a concept when particularly low-income primary students experience a loss in core academic content, this study addresses its effects on college students. A setback or stagnant summer experience for low-income students during their first summer break from college could have the effect of accumulating academic and social loss with each passing year. Understanding what occurs outside of school sessions may help universities better prepare to support their students.
{"title":"Accumulating summer loss: an ethnographic look into the summer whereabouts and activities of low-income college students","authors":"E. Kim","doi":"10.1080/17457823.2022.2119877","DOIUrl":"https://doi.org/10.1080/17457823.2022.2119877","url":null,"abstract":"ABSTRACT Little is known about college students during their summer break between the first and second years of college, when some students may contemplate whether they will return to college. Using ethnographic method, this article addresses critical questions of low-income college students during their summer breaks of where they go, where they stay, and what they do. Especially for the most vulnerable populations, unstable summer experiences have the potential to debilitate academic progress. Based on the literature of summer learning loss described as a concept when particularly low-income primary students experience a loss in core academic content, this study addresses its effects on college students. A setback or stagnant summer experience for low-income students during their first summer break from college could have the effect of accumulating academic and social loss with each passing year. Understanding what occurs outside of school sessions may help universities better prepare to support their students.","PeriodicalId":46203,"journal":{"name":"Ethnography and Education","volume":"18 1","pages":"127 - 143"},"PeriodicalIF":0.5,"publicationDate":"2022-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41590418","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 : 2022-08-09DOI: 10.1080/17457823.2022.2108330
Amanda R. Smith
ABSTRACT This paper discusses the potential of participant art-making as an ethnographic analytic method for materialising otherwise invisible experiences in the everyday lives of people. To describe this methodology, I share examples from a two year project conducted in a photography classroom in the northeastern United States. Teenage participants made photoethnographic self-studies about their engagement with texts and then used mixed-media art-making as an analytic method to study their photographs. As a result, in every art piece the youth photoethnographers were able to surface, through colour, line drawing, and annotation, that which would have remained invisible otherwise: affective intensity, sensory experience, and mercurial or ephemeral relations. Using participant art-making as an analytical method may be of great use to ethnographers who are seeking tools that will provide access to affective intensity and complicated or hidden relations experienced in/by their participants.
{"title":"Making art and making sense: youth photoethnographers materialising the invisible through analytic art-making","authors":"Amanda R. Smith","doi":"10.1080/17457823.2022.2108330","DOIUrl":"https://doi.org/10.1080/17457823.2022.2108330","url":null,"abstract":"ABSTRACT This paper discusses the potential of participant art-making as an ethnographic analytic method for materialising otherwise invisible experiences in the everyday lives of people. To describe this methodology, I share examples from a two year project conducted in a photography classroom in the northeastern United States. Teenage participants made photoethnographic self-studies about their engagement with texts and then used mixed-media art-making as an analytic method to study their photographs. As a result, in every art piece the youth photoethnographers were able to surface, through colour, line drawing, and annotation, that which would have remained invisible otherwise: affective intensity, sensory experience, and mercurial or ephemeral relations. Using participant art-making as an analytical method may be of great use to ethnographers who are seeking tools that will provide access to affective intensity and complicated or hidden relations experienced in/by their participants.","PeriodicalId":46203,"journal":{"name":"Ethnography and Education","volume":"17 1","pages":"405 - 420"},"PeriodicalIF":0.5,"publicationDate":"2022-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42836253","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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