Pub Date : 2022-02-16DOI: 10.1080/17457823.2022.2039258
Kristiina Eskelinen, Ulla-Maija Salo
ABSTRACT In this article, inspired by the idea of using data to think with theory [Jackson, A., and L. Mazzei. 2012. Thinking with Theory in Qualitative Research: Viewing Data Across Multiple Perspectives. London: Routledge], we explore how our ethnographic visual data will be ‘thought’, ‘theorised’ and verbalised using concepts such as the photo elicitation method, punctum and the decisive moment. These concepts are ‘plugged in’ to the data as we explore what new aspects the concepts produce for our analysis. In our ethnographic data, children photographed their ordinary afternoons during after-school activities. As to the analysis, our challenge is twofold: firstly, how does one verbalise photographs and, secondly, how can one write about photographs, specifically those taken by children. Following Jackson and Mazzei, the specific concepts were ‘arrested’ in order to help us extend our analysis.
Jackson, A.， and L. Mazzei. 2012.利用数据进行理论思考[j]。定性研究中的理论思考:从多个角度看待数据。(伦敦:劳特利奇出版社)，我们探索我们的民族志视觉数据将如何被“思考”、“理论化”和语言化，使用诸如照片激发法、标点符号和决定性时刻等概念。当我们探索这些概念为我们的分析带来哪些新方面时，这些概念被“插入”到数据中。在我们的人种学数据中，孩子们在课后活动中拍摄了他们平常的下午。至于分析，我们的挑战是双重的:首先，一个人如何用语言来描述照片，其次，一个人如何写照片，特别是那些由儿童拍摄的照片。在Jackson和Mazzei之后，具体的概念被“捕获”，以帮助我们扩展我们的分析。
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Pub Date : 2022-02-10DOI: 10.1080/17457823.2022.2036215
Yuki Imoto
ABSTRACT This paper gives an ethnographic account of a contemplative class at an elite university in the US. The contemplative class, which incorporates mindfulness-based practices, took on the function of unravelling time, and of challenging the credit-oriented culture of the university. The opening up of time and credits allows for a safe communal space to explore ‘vulnerability’ and ‘authenticity’. As the semester progressed, ‘vulnerability’ and ‘authenticity’ came to be recognised as ‘skills’ to be performed in the class among some students. The conundrum is that these terms are grasped through experience, as relational, non-dualistic ways of being. An ethnographic account of a contemplative class thus begins and ends with the author’s own experience of ontological transformations through contemplative practice. The paper leaves open the question of how a contemplative approach to ethnography might be construed.
{"title":"Towards a contemplative approach to ethnography and education: an ethnography of a contemplative classroom at a North American university","authors":"Yuki Imoto","doi":"10.1080/17457823.2022.2036215","DOIUrl":"https://doi.org/10.1080/17457823.2022.2036215","url":null,"abstract":"ABSTRACT This paper gives an ethnographic account of a contemplative class at an elite university in the US. The contemplative class, which incorporates mindfulness-based practices, took on the function of unravelling time, and of challenging the credit-oriented culture of the university. The opening up of time and credits allows for a safe communal space to explore ‘vulnerability’ and ‘authenticity’. As the semester progressed, ‘vulnerability’ and ‘authenticity’ came to be recognised as ‘skills’ to be performed in the class among some students. The conundrum is that these terms are grasped through experience, as relational, non-dualistic ways of being. An ethnographic account of a contemplative class thus begins and ends with the author’s own experience of ontological transformations through contemplative practice. The paper leaves open the question of how a contemplative approach to ethnography might be construed.","PeriodicalId":46203,"journal":{"name":"Ethnography and Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2022-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47004343","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 : 2022-01-28DOI: 10.1080/17457823.2022.2025879
K. Gallagher, N. Cardwell, Danielle Denichaud, Lindsay Valve
ABSTRACT This article explores the nature of ethnographic collaboration during the harrowing and unpredictable times of a global pandemic. Documenting Year Two of a five-year, multi-sited ethnographic study, which necessitated virtual fieldwork in global drama classrooms (in Canada, India, Colombia, Taiwan, England, Greece), we offer a theoretical picture and practical illustrations of the ‘metho-pedagogical’ adaptations and observations made by the Toronto site team. For our study of youth and the climate emergency, we use an arts-led and youth-driven research process to provoke ‘listening bodies’ and the co-emergence of youth, artists, researchers, and research projects towards a more relational climate consciousness, a future created in the now. The prominence of ‘presence’ in our project took on an urgent and surprisingly intimate quality owing to the global pandemic in which we all suddenly found ourselves.
{"title":"The ecology of global, collaborative ethnography: metho-pedagogical moves in research on climate change with youth in pandemic times","authors":"K. Gallagher, N. Cardwell, Danielle Denichaud, Lindsay Valve","doi":"10.1080/17457823.2022.2025879","DOIUrl":"https://doi.org/10.1080/17457823.2022.2025879","url":null,"abstract":"ABSTRACT This article explores the nature of ethnographic collaboration during the harrowing and unpredictable times of a global pandemic. Documenting Year Two of a five-year, multi-sited ethnographic study, which necessitated virtual fieldwork in global drama classrooms (in Canada, India, Colombia, Taiwan, England, Greece), we offer a theoretical picture and practical illustrations of the ‘metho-pedagogical’ adaptations and observations made by the Toronto site team. For our study of youth and the climate emergency, we use an arts-led and youth-driven research process to provoke ‘listening bodies’ and the co-emergence of youth, artists, researchers, and research projects towards a more relational climate consciousness, a future created in the now. The prominence of ‘presence’ in our project took on an urgent and surprisingly intimate quality owing to the global pandemic in which we all suddenly found ourselves.","PeriodicalId":46203,"journal":{"name":"Ethnography and Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2022-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43600149","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 : 2022-01-01DOI: 10.1080/17457823.2022.2123248
Carla Malafaia
In the current climate crisis, young people are portrayed paradoxically: victims and stakeholders, political protagonists and school truants. Based on ethnographic research with the climate movement, this article explores how youths manage their activism as it interfaces with their socialisation contexts, tracing prevalent adult antagonisms: radicalism, condescension and individualism. Drawing on sociological conceptualisations of climate precariousness and on an educational theorisation of subjectification, I argue that activists construct margins of resistance in their everyday political practices by incorporating processes that interrupt adult structures while reframing educational imagination. This highlights how the individual present is colonised by the risks posed to a collective future, leading adult power to be contested at a collective-public level (through performative reconfigurations of existing orders) and subverted at an individual-private level (by repurposing privileges towards climate struggle). Resistances to adultism uncover competing notions of future and education as integral to politicisation processes within the climate movement.
{"title":"'Missing school isn't the end of the world (actually, it might prevent it)': climate activists resisting adult power, repurposing privileges and reframing education.","authors":"Carla Malafaia","doi":"10.1080/17457823.2022.2123248","DOIUrl":"https://doi.org/10.1080/17457823.2022.2123248","url":null,"abstract":"<p><p>In the current climate crisis, young people are portrayed paradoxically: victims and stakeholders, political protagonists and school truants. Based on ethnographic research with the climate movement, this article explores how youths manage their activism as it interfaces with their socialisation contexts, tracing prevalent adult antagonisms: radicalism, condescension and individualism. Drawing on sociological conceptualisations of climate precariousness and on an educational theorisation of subjectification, I argue that activists construct margins of resistance in their everyday political practices by incorporating processes that interrupt adult structures while reframing educational imagination. This highlights how the individual present is colonised by the risks posed to a collective future, leading adult power to be contested at a collective-public level (through performative reconfigurations of existing orders) and subverted at an individual-private level (by repurposing privileges towards climate struggle). Resistances to adultism uncover competing notions of future and education as integral to politicisation processes within the climate movement.</p>","PeriodicalId":46203,"journal":{"name":"Ethnography and Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/f3/f9/REAE_17_2123248.PMC10357410.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10186025","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-22DOI: 10.1080/17457823.2021.2015609
Peter Erlandson, Mattias Bengtsson Lau
ABSTRACT All over the world, there are schools that represent a different educational system and a different curriculum than the country these schools are situated in. Swedish Schools in turn are located in different parts of the world. The main purpose of this study is to describe and analyse some aspects of the social life at one of these schools, as well as some aspects of the relationship between the cultural life at the school and surrounding African environment. The school serves as a protected oasis where children can feel at home and cultivate new acquaintances in a small and safe environment. But the Swedish school also becomes the cultural hub for containing the Swedish teachers’ and parents’ value-system and identities, leaving them pretty much unaltered. Despite the end of formal colonial structures, the West still dominates and controls its former colonies discursively as well as economically and politically.
{"title":"The Northern European Band: A Swedish school in Africa - An ethnographic study","authors":"Peter Erlandson, Mattias Bengtsson Lau","doi":"10.1080/17457823.2021.2015609","DOIUrl":"https://doi.org/10.1080/17457823.2021.2015609","url":null,"abstract":"ABSTRACT All over the world, there are schools that represent a different educational system and a different curriculum than the country these schools are situated in. Swedish Schools in turn are located in different parts of the world. The main purpose of this study is to describe and analyse some aspects of the social life at one of these schools, as well as some aspects of the relationship between the cultural life at the school and surrounding African environment. The school serves as a protected oasis where children can feel at home and cultivate new acquaintances in a small and safe environment. But the Swedish school also becomes the cultural hub for containing the Swedish teachers’ and parents’ value-system and identities, leaving them pretty much unaltered. Despite the end of formal colonial structures, the West still dominates and controls its former colonies discursively as well as economically and politically.","PeriodicalId":46203,"journal":{"name":"Ethnography and Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46923137","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 : 2021-12-20DOI: 10.1080/17457823.2021.2015608
Peter Erlandson, Mikael R. Karlsson
ABSTRACT This article addresses the fact that local school practices in Sweden today seem to be under constant change as a consequence of the ongoing and forceful neoliberalisation of society that has been going on for about three decades. The pressure on teachers and school leaders has increased due to school rankings and quality assessment has become an important instrument for administrators and evaluators. In this ethnographic study, we describe and analyse school change; the reactions on change and the initiatives to employ school change within a secondary high school. Moreover, we develop our thinking on how this situation of constant school change may be viewed in the larger social scheme of things. Or to be more precise, this study focuses on school change that seems to have become one of the central features of the neoliberal educational system.
{"title":"Change as technology in a Swedish secondary high school","authors":"Peter Erlandson, Mikael R. Karlsson","doi":"10.1080/17457823.2021.2015608","DOIUrl":"https://doi.org/10.1080/17457823.2021.2015608","url":null,"abstract":"ABSTRACT This article addresses the fact that local school practices in Sweden today seem to be under constant change as a consequence of the ongoing and forceful neoliberalisation of society that has been going on for about three decades. The pressure on teachers and school leaders has increased due to school rankings and quality assessment has become an important instrument for administrators and evaluators. In this ethnographic study, we describe and analyse school change; the reactions on change and the initiatives to employ school change within a secondary high school. Moreover, we develop our thinking on how this situation of constant school change may be viewed in the larger social scheme of things. Or to be more precise, this study focuses on school change that seems to have become one of the central features of the neoliberal educational system.","PeriodicalId":46203,"journal":{"name":"Ethnography and Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43404756","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 : 2021-11-17DOI: 10.1080/17457823.2021.2005649
Chunmei Yan, Chuanjun He
ABSTRACT Theory-practice gap has been a long-standing challenge in teacher education, however, there has been scarce attention to student teachers’ theory learning experiences. This ethnographic study aimed to examine Chinese EFL (English as a foreign language) M.E.d. student teachers’ perceptions of the value of theory and their experiences of theory learning on the Master of Education programme. Four triangulated sources of data were employed, including student teachers’ portfolios of written responses to academic papers and reflections on their two-stage school experiences, longitudinal participant observations, course evaluations, and focus groups. It was found that the student teachers held paradoxical perceptions about theory learning. They endorsed the importance of theories, but resisted the mainstream theory learning methods which heavily relied on de-contextualised lecturing by teacher educators. To enhance student teachers’ theory learning experiences requires teacher educators’ overall instructional transformations, increased opportunities for reflective learning-to-teach experiences, and student teachers’ attitudinal change and sustained efforts.
{"title":"Illuminating Chinese EFL student teachers’ paradoxical perceptions of theory learning experiences","authors":"Chunmei Yan, Chuanjun He","doi":"10.1080/17457823.2021.2005649","DOIUrl":"https://doi.org/10.1080/17457823.2021.2005649","url":null,"abstract":"ABSTRACT Theory-practice gap has been a long-standing challenge in teacher education, however, there has been scarce attention to student teachers’ theory learning experiences. This ethnographic study aimed to examine Chinese EFL (English as a foreign language) M.E.d. student teachers’ perceptions of the value of theory and their experiences of theory learning on the Master of Education programme. Four triangulated sources of data were employed, including student teachers’ portfolios of written responses to academic papers and reflections on their two-stage school experiences, longitudinal participant observations, course evaluations, and focus groups. It was found that the student teachers held paradoxical perceptions about theory learning. They endorsed the importance of theories, but resisted the mainstream theory learning methods which heavily relied on de-contextualised lecturing by teacher educators. To enhance student teachers’ theory learning experiences requires teacher educators’ overall instructional transformations, increased opportunities for reflective learning-to-teach experiences, and student teachers’ attitudinal change and sustained efforts.","PeriodicalId":46203,"journal":{"name":"Ethnography and Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46262825","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 : 2021-11-02DOI: 10.1080/17457823.2021.1998786
J. Doyle
ABSTRACT The newly arrived Roma Slovak community in a large urban city in the north of England has been widely perceived as having a myriad of social problems and there is a conflict with the wider community. This paper presents the results of a project to explore barriers and possibilities for the social and educational integration of newly arrived Roma Slovak migrants in the UK. The research carried out ethnographic fieldwork in a post-16 service for young people, using a CRT approach based on Yosso’s community cultural wealth model. The paper also applies an intersectional analysis and problematises assumptions that portray Roma communities as homogeneous, marginalised, and uncritically family oriented. The findings recover the voices and perspectives of the Roma Slovak community from a critical, though positive, perspective. The Roma Slovak students’ stories that emerged from this research are in stark contrast to the negative stereotypes commonly shared about the community.
{"title":"So much to offer: an exploration of learning and cultural wealth with Roma Slovak post-16 students","authors":"J. Doyle","doi":"10.1080/17457823.2021.1998786","DOIUrl":"https://doi.org/10.1080/17457823.2021.1998786","url":null,"abstract":"ABSTRACT The newly arrived Roma Slovak community in a large urban city in the north of England has been widely perceived as having a myriad of social problems and there is a conflict with the wider community. This paper presents the results of a project to explore barriers and possibilities for the social and educational integration of newly arrived Roma Slovak migrants in the UK. The research carried out ethnographic fieldwork in a post-16 service for young people, using a CRT approach based on Yosso’s community cultural wealth model. The paper also applies an intersectional analysis and problematises assumptions that portray Roma communities as homogeneous, marginalised, and uncritically family oriented. The findings recover the voices and perspectives of the Roma Slovak community from a critical, though positive, perspective. The Roma Slovak students’ stories that emerged from this research are in stark contrast to the negative stereotypes commonly shared about the community.","PeriodicalId":46203,"journal":{"name":"Ethnography and Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44017605","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 : 2021-10-15DOI: 10.1080/17457823.2021.1990099
Anna Winlund
ABSTRACT This article investigates the rules of schooling which might be new to recently immigrated adolescents with few prior experiences of school-based learning. The purpose was to study how the ‘external grammar’ (Gee 2005)—i.e. the thoughts, beliefs, values, actions and social interactions—associated with a classroom was negotiated in a language introductory school in Sweden. The ethnographic data were collected during one school year spent among ten students and their teachers. The analysis considers examples from the data that are ordered into three broad categories: chrono-spatial discipline, the use of literacy tools and practices, and being a student in relation to others. Some of these rules seemed to promote learning in this specific context, but also prepared the students for future studies, while other rules seemed adapted to these particular students’ prerequisites for learning. Examples of some students challenging these rules are also analysed as a demonstration of students’ agency.
{"title":"Decoding the rules of schooling – instruction of recently immigrated adolescents with emergent literacy in a language introductory school in Sweden","authors":"Anna Winlund","doi":"10.1080/17457823.2021.1990099","DOIUrl":"https://doi.org/10.1080/17457823.2021.1990099","url":null,"abstract":"ABSTRACT This article investigates the rules of schooling which might be new to recently immigrated adolescents with few prior experiences of school-based learning. The purpose was to study how the ‘external grammar’ (Gee 2005)—i.e. the thoughts, beliefs, values, actions and social interactions—associated with a classroom was negotiated in a language introductory school in Sweden. The ethnographic data were collected during one school year spent among ten students and their teachers. The analysis considers examples from the data that are ordered into three broad categories: chrono-spatial discipline, the use of literacy tools and practices, and being a student in relation to others. Some of these rules seemed to promote learning in this specific context, but also prepared the students for future studies, while other rules seemed adapted to these particular students’ prerequisites for learning. Examples of some students challenging these rules are also analysed as a demonstration of students’ agency.","PeriodicalId":46203,"journal":{"name":"Ethnography and Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43980692","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 : 2021-10-15DOI: 10.1080/17457823.2021.1990100
Katarzyna Gawlicz, Z. Millei
ABSTRACT The paper examines school meetings held in a small democratic school in Poland in order to explore how school communities are formed. Drawing on Foucault’s concept of power, the authors analyse fieldnotes and interview excerpts to reveal how voice and scripted bodily expressions accompanying verbal utterances are privileged in these school meetings to forge a community. Rather than being merely a space where students can act as empowered participants in democratic school governance, the school meetings are also argued to reduce the modalities of participation to voice and embodied forms of action and attention. Voiced participation is thereby instrumentalised to construct a democratic community with its dynamics of inclusions and exclusions. The paper concludes by pointing to reflexive engagements with utilising voice in democratic communities.
{"title":"Critiquing the use of children’s voice as a means of forging the community in a Polish democratic school","authors":"Katarzyna Gawlicz, Z. Millei","doi":"10.1080/17457823.2021.1990100","DOIUrl":"https://doi.org/10.1080/17457823.2021.1990100","url":null,"abstract":"ABSTRACT The paper examines school meetings held in a small democratic school in Poland in order to explore how school communities are formed. Drawing on Foucault’s concept of power, the authors analyse fieldnotes and interview excerpts to reveal how voice and scripted bodily expressions accompanying verbal utterances are privileged in these school meetings to forge a community. Rather than being merely a space where students can act as empowered participants in democratic school governance, the school meetings are also argued to reduce the modalities of participation to voice and embodied forms of action and attention. Voiced participation is thereby instrumentalised to construct a democratic community with its dynamics of inclusions and exclusions. The paper concludes by pointing to reflexive engagements with utilising voice in democratic communities.","PeriodicalId":46203,"journal":{"name":"Ethnography and Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45702732","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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