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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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}
Pub Date : 2022-08-06DOI: 10.1080/17457823.2022.2108329
Katherine Gajardo Espinoza, Luis Torrego-Egido
ABSTRACT This article studies the dialogues, agreements, and actions in defence of a fairer and more inclusive school, carried out during ethnographic research in a Spanish rural school between 2019 and 2021, the period in which an ethnographer accompanied the professional work of the school principal, also the tutor of a class group. The research is carried out from a critical approach and uses participant observation, informal interview and document analysis. During the research process, we observed and participated in the development of three major patterns for social justice and the construction of a democratic and inclusive school in the case studied: the strengthening of the opening of the school doors; the promotion of horizontality in leadership relations in the school, and the promotion of collaborative educational strategies in the classroom.
{"title":"Dialogues, actions and discourses of a rural head teacher and an ethnographer in search of a fairer and more inclusive school","authors":"Katherine Gajardo Espinoza, Luis Torrego-Egido","doi":"10.1080/17457823.2022.2108329","DOIUrl":"https://doi.org/10.1080/17457823.2022.2108329","url":null,"abstract":"ABSTRACT This article studies the dialogues, agreements, and actions in defence of a fairer and more inclusive school, carried out during ethnographic research in a Spanish rural school between 2019 and 2021, the period in which an ethnographer accompanied the professional work of the school principal, also the tutor of a class group. The research is carried out from a critical approach and uses participant observation, informal interview and document analysis. During the research process, we observed and participated in the development of three major patterns for social justice and the construction of a democratic and inclusive school in the case studied: the strengthening of the opening of the school doors; the promotion of horizontality in leadership relations in the school, and the promotion of collaborative educational strategies in the classroom.","PeriodicalId":46203,"journal":{"name":"Ethnography and Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2022-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47038815","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 : 2022-07-23DOI: 10.1080/17457823.2022.2103838
L. Rayón, Ana María de las Heras, Elena Bañares
ABSTRACT The present paper highlights that social inequality in some rural regions can substantially and harshly affect school coexistence. The present study is carried out in a Spanish rural school, and it aimed to understand which factors affected coexistence and generated situations of exclusion. Participant observation and the different voices in contrast – students and teachers – reveal how the environment has generated a situation of exclusion in some families who have recently settled in the village. Furthermore, the unfair socioeconomic situation of the outsiders, legitimated at school by a punitive model of coexistence, turns teachers and students into approving actors of structural violence resulting in the rejection and isolation of some students. Together with the value of ethnography, these results are discussed to transform the teachers’ beliefs and perceptions about coexistence.
{"title":"Social inequality as exclusion in a rural school","authors":"L. Rayón, Ana María de las Heras, Elena Bañares","doi":"10.1080/17457823.2022.2103838","DOIUrl":"https://doi.org/10.1080/17457823.2022.2103838","url":null,"abstract":"ABSTRACT The present paper highlights that social inequality in some rural regions can substantially and harshly affect school coexistence. The present study is carried out in a Spanish rural school, and it aimed to understand which factors affected coexistence and generated situations of exclusion. Participant observation and the different voices in contrast – students and teachers – reveal how the environment has generated a situation of exclusion in some families who have recently settled in the village. Furthermore, the unfair socioeconomic situation of the outsiders, legitimated at school by a punitive model of coexistence, turns teachers and students into approving actors of structural violence resulting in the rejection and isolation of some students. Together with the value of ethnography, these results are discussed to transform the teachers’ beliefs and perceptions about coexistence.","PeriodicalId":46203,"journal":{"name":"Ethnography and Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2022-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43966093","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 : 2022-07-05DOI: 10.1080/17457823.2022.2095218
S. A. Amentie, E. Öhrn, Temesgen Fereja
ABSTRACT This article reports on an ethnographic study to understand the practices of sexuality education (SE) in relation to what young girls want to learn in a primary school Ethiopia. This is done by means of school observations, FGD with female students and interviews with SE teachers. The study shows the observed SE focuses mainly on issues of HIV/AIDS and abstinence, which left the interviewed girl’s questions unanswered. The latter were concerned with learning about sexual practices and consequences, and bodily functions. The findings also show girls demand more inward-looking SE that addresses and could solve within-school issues. The findings suggest that SE should bring educational needs of students to the fore, instead of dramatising. Our results also shed new light on the critical approaches – despite their focus on abstinence – also advocate gender-equality and discuss body-changes in a radical manner, appearing to challenge unquestioned traditions and the general gender-order.
{"title":"What sexuality education teaches and what young girls want to learn: voices from an Ethiopian primary school","authors":"S. A. Amentie, E. Öhrn, Temesgen Fereja","doi":"10.1080/17457823.2022.2095218","DOIUrl":"https://doi.org/10.1080/17457823.2022.2095218","url":null,"abstract":"ABSTRACT This article reports on an ethnographic study to understand the practices of sexuality education (SE) in relation to what young girls want to learn in a primary school Ethiopia. This is done by means of school observations, FGD with female students and interviews with SE teachers. The study shows the observed SE focuses mainly on issues of HIV/AIDS and abstinence, which left the interviewed girl’s questions unanswered. The latter were concerned with learning about sexual practices and consequences, and bodily functions. The findings also show girls demand more inward-looking SE that addresses and could solve within-school issues. The findings suggest that SE should bring educational needs of students to the fore, instead of dramatising. Our results also shed new light on the critical approaches – despite their focus on abstinence – also advocate gender-equality and discuss body-changes in a radical manner, appearing to challenge unquestioned traditions and the general gender-order.","PeriodicalId":46203,"journal":{"name":"Ethnography and Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2022-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43117384","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 : 2022-06-23DOI: 10.1080/17457823.2022.2089534
S. Kosunen, Annukka Niemi, Linda Maria Laaksonen
ABSTRACT In this article, we discuss how class and migrant background intersect when students discuss their studies in general upper secondary education and their aspirations in university admission. We focus on the discussed social inequalities in student admission to one of the elite fields, medicine, in eight ethnographic interviews with students and fieldnotes concerning observations in two general upper secondary schools during an academic year. Admission to university-level medical education locally in Finland was constructed ‘impossible for me’ due to its high competitiveness. The symbolic violence in the self-perception and the misrecognition of capital in relation to interviewees’ multilingual background did not function as mobilisable capital in the national admission process. Admission becomes a platform for misrecognition of cultural and economic capital and for educational exclusion of working-class young people from migrant backgrounds from the medical profession. This happens on the surface in public and private education and health care even in a tuition-fee-free education system.
{"title":"Class, migrant background and misrecognition of capital in the university admission","authors":"S. Kosunen, Annukka Niemi, Linda Maria Laaksonen","doi":"10.1080/17457823.2022.2089534","DOIUrl":"https://doi.org/10.1080/17457823.2022.2089534","url":null,"abstract":"ABSTRACT In this article, we discuss how class and migrant background intersect when students discuss their studies in general upper secondary education and their aspirations in university admission. We focus on the discussed social inequalities in student admission to one of the elite fields, medicine, in eight ethnographic interviews with students and fieldnotes concerning observations in two general upper secondary schools during an academic year. Admission to university-level medical education locally in Finland was constructed ‘impossible for me’ due to its high competitiveness. The symbolic violence in the self-perception and the misrecognition of capital in relation to interviewees’ multilingual background did not function as mobilisable capital in the national admission process. Admission becomes a platform for misrecognition of cultural and economic capital and for educational exclusion of working-class young people from migrant backgrounds from the medical profession. This happens on the surface in public and private education and health care even in a tuition-fee-free education system.","PeriodicalId":46203,"journal":{"name":"Ethnography and Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2022-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48314072","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 : 2022-06-20DOI: 10.1080/17457823.2022.2085053
Yujun Xu
ABSTRACT This paper presents an ethnography study that explores the formulation of interculturality from the unique experiences of sail trainees who were bound by space and time during a sailing voyage across the North Sea. The author immersed herself as a mentor-researcher into a 107-year-old tall ship’s expedition, sailing across 1000 nautical miles. Empirical data were collected and analysed, ranging from interviews, observations, fieldnotes, to the participants’ diaries and logbooks. The study reveals that situated in a confined space largely shaped by the unpredictable conditions at sea, both the researcher and the participants confront challenges due to various factors, driving them out of their comfort zones and prompting them to co-create fluid communicative approaches in the sailing ethnography. Given the uniqueness of the research site, this study provides methodological insights for intercultural or adventure ethnographic research design.
{"title":"Intercultural sailing ethnography: methodological challenges and reflexivity across the North Sea","authors":"Yujun Xu","doi":"10.1080/17457823.2022.2085053","DOIUrl":"https://doi.org/10.1080/17457823.2022.2085053","url":null,"abstract":"ABSTRACT This paper presents an ethnography study that explores the formulation of interculturality from the unique experiences of sail trainees who were bound by space and time during a sailing voyage across the North Sea. The author immersed herself as a mentor-researcher into a 107-year-old tall ship’s expedition, sailing across 1000 nautical miles. Empirical data were collected and analysed, ranging from interviews, observations, fieldnotes, to the participants’ diaries and logbooks. The study reveals that situated in a confined space largely shaped by the unpredictable conditions at sea, both the researcher and the participants confront challenges due to various factors, driving them out of their comfort zones and prompting them to co-create fluid communicative approaches in the sailing ethnography. Given the uniqueness of the research site, this study provides methodological insights for intercultural or adventure ethnographic research design.","PeriodicalId":46203,"journal":{"name":"Ethnography and Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2022-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45158578","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 : 2022-06-06DOI: 10.1080/17457823.2022.2075709
P. Froerer, N. Ansell, R. Huijsmans
ABSTRACT In this editorial introduction to the Special Theme, Sacrifice, Suffering and Hope: Education, Aspiration and Young People’s Affective Orientations to the Future, we discuss the key theoretical themes (aspiration, sacrifice and affect) that underpin the papers in this collection. With geographical focus on India, Indonesia, Kenya and Bangladesh, our aim is to contribute a more ethnographically-grounded understanding of the affective orientations that emerge or become visible in the context of young people’s educational experiences, and that shape and give meaning to processes of aspiration formation.
{"title":"Sacrifice, suffering and hope: education, aspiration and young people’s affective orientations to the future","authors":"P. Froerer, N. Ansell, R. Huijsmans","doi":"10.1080/17457823.2022.2075709","DOIUrl":"https://doi.org/10.1080/17457823.2022.2075709","url":null,"abstract":"ABSTRACT In this editorial introduction to the Special Theme, Sacrifice, Suffering and Hope: Education, Aspiration and Young People’s Affective Orientations to the Future, we discuss the key theoretical themes (aspiration, sacrifice and affect) that underpin the papers in this collection. With geographical focus on India, Indonesia, Kenya and Bangladesh, our aim is to contribute a more ethnographically-grounded understanding of the affective orientations that emerge or become visible in the context of young people’s educational experiences, and that shape and give meaning to processes of aspiration formation.","PeriodicalId":46203,"journal":{"name":"Ethnography and Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2022-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42509266","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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