Pub Date : 2021-07-03DOI: 10.1080/17457823.2021.1919168
A. Hellman
ABSTRACT The aim of the article is to explore norms about care and masculinity in early childhood education and care settings in Indonesia and Sweden. Building on long-term ethnographic fieldwork, it is shown how care in the two nations was produced as ambivalent for men, causing a risk of being accused of working with children for the wrong reasons. Two different strategies were employed by the men to handle this: to avoid caring practices and to renegotiate care, making it part of hegemonic masculinity. In the study, ethnographic methodology building on long-term relations, situated knowledge and trust, was key to gain the two different perspectives. The methodology produced nuanced understandings of how care and masculinity came to be enacted in different social and religious contexts. The extended field work enabled trustful relations to develop, which in turn facilitated shared learning about gendered bodies, fear and shame in relation to care
{"title":"Doing research in Indonesia and Sweden on the ambivalence of care and masculinity in ECEC; challenging dominant norms through ethnographic methodology","authors":"A. Hellman","doi":"10.1080/17457823.2021.1919168","DOIUrl":"https://doi.org/10.1080/17457823.2021.1919168","url":null,"abstract":"ABSTRACT The aim of the article is to explore norms about care and masculinity in early childhood education and care settings in Indonesia and Sweden. Building on long-term ethnographic fieldwork, it is shown how care in the two nations was produced as ambivalent for men, causing a risk of being accused of working with children for the wrong reasons. Two different strategies were employed by the men to handle this: to avoid caring practices and to renegotiate care, making it part of hegemonic masculinity. In the study, ethnographic methodology building on long-term relations, situated knowledge and trust, was key to gain the two different perspectives. The methodology produced nuanced understandings of how care and masculinity came to be enacted in different social and religious contexts. The extended field work enabled trustful relations to develop, which in turn facilitated shared learning about gendered bodies, fear and shame in relation to care","PeriodicalId":46203,"journal":{"name":"Ethnography and Education","volume":"16 1","pages":"343 - 357"},"PeriodicalIF":0.5,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17457823.2021.1919168","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44111250","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 : 2021-07-03DOI: 10.1080/17457823.2021.1917439
C. Macrae, M. MacLure
ABSTRACT This article explores emerging findings in a sensory ethnography based in a nursery setting where video data has been co-produced with parents, practitioners and 2-year-old children. The project mobilises Froebel’s twin concepts of ‘unfoldment’ and ‘self-activity’, reinstating the importance of the sensory-motor register as a form of knowledge production. It maps some interesting affinities between aspects of Froebel’s thinking and a Deleuzian philosophy of movement and sensation. Focussing on proprioception as the felt-sense of bodies-in-motion, we discuss a video-based methodology that allows us to experiment with new ways of attending to the actions of 2-year-olds. Slowing the speed of video complicates the ocular conceptions of sight often associated with ethnographic observation. We propose instead practices of watching – of attentiveness and kinaesthetic receptiveness, where vision becomes ‘haptic’. We confine ourselves here to video data of jumping bodies, making sense of/with the event of a jump within a philosophy of attention.
{"title":"Watching two-year-olds jump: video method becomes ‘haptic’","authors":"C. Macrae, M. MacLure","doi":"10.1080/17457823.2021.1917439","DOIUrl":"https://doi.org/10.1080/17457823.2021.1917439","url":null,"abstract":"ABSTRACT This article explores emerging findings in a sensory ethnography based in a nursery setting where video data has been co-produced with parents, practitioners and 2-year-old children. The project mobilises Froebel’s twin concepts of ‘unfoldment’ and ‘self-activity’, reinstating the importance of the sensory-motor register as a form of knowledge production. It maps some interesting affinities between aspects of Froebel’s thinking and a Deleuzian philosophy of movement and sensation. Focussing on proprioception as the felt-sense of bodies-in-motion, we discuss a video-based methodology that allows us to experiment with new ways of attending to the actions of 2-year-olds. Slowing the speed of video complicates the ocular conceptions of sight often associated with ethnographic observation. We propose instead practices of watching – of attentiveness and kinaesthetic receptiveness, where vision becomes ‘haptic’. We confine ourselves here to video data of jumping bodies, making sense of/with the event of a jump within a philosophy of attention.","PeriodicalId":46203,"journal":{"name":"Ethnography and Education","volume":"16 1","pages":"263 - 278"},"PeriodicalIF":0.5,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17457823.2021.1917439","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47069491","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 : 2021-07-03DOI: 10.1080/17457823.2021.1916978
D. Albon, Christina Huf
This special issue aims at provoking discussion on the systematic contribution that ethnographic studies in the field of Early Childhood Education and Care (ECEC) can make to enquire into the question: What matters in early childhood education and care? In so doing we examine ‘what’ matters and ‘how’ ECEC matters to children, parents and educators, which challenges simplistic notions about ‘what works’ for all children, families and educators, for all time, and in all contexts. The papers in this special issue focus on ECEC, which is a period of pre-compulsory education, and our emphasis is on education and care provided as group-care in public institutions as opposed to that provided at home. The period ‘early childhood’ is not uniform and varies according to the age a nation or region sees fit for young children to enter compulsory schooling. More complex than school provision, ECEC is an amalgam of education and childcare and the relationship between these two parts is not always easy (Huf 2017; Moss 2013), not least as childcare provision is often driven by a desire on the part of governments to encourage more parents (mothers in the main) into the workplace alongside the need for provision for the child itself. Increasingly, ECEC is being recognised as of educational importance as well as being a panacea for an ever-widening array of societal ‘ills’ (Gulløv 2012), albeit that childcare struggles against a counter-discourse that the ‘proper’ place for young children is the home (James 2012). As a consequence of its perceived benefits, ECEC provision has become subject to widening interest from politicians and organisations such as the OECD and the World Bank (Penn 2002) as it is championed as supporting the needs of working families (mostly mothers), ameliorating the ‘deficit’ upbringings of disadvantaged (working-class) children and as contributing to the future development of a workforce able to compete successfully in a global economy (Albon and Rosen 2014). The intensification of focus on ‘school readiness’, and comparisons of ‘attainment’ between young children, within and between settings and increasingly between countries have emerged from such imperatives (Urban 2017). Driving such thinking are studies framed within a discourse of ‘effectiveness’ and ‘quality’. Against this discourse, the title of the special issue: ‘What matters in early childhood education’? is deliberately provocative: While studies on ‘effectiveness’ and ‘quality’ seek to identify universal, generalisable standards which are presented as ensuring optimal teaching and a transformation of children’s future lives through realising their ‘full potential’, this special issue draws attention to the complexity and messiness of children’s and educators’ daily practices and experiences. The question what matters in early childhood education and care? indicates a move away from essentialised notions of the child, the desire to optimise children’s and their educators’ relati
{"title":"What matters in early childhood education and care? The contribution of ethnographic research","authors":"D. Albon, Christina Huf","doi":"10.1080/17457823.2021.1916978","DOIUrl":"https://doi.org/10.1080/17457823.2021.1916978","url":null,"abstract":"This special issue aims at provoking discussion on the systematic contribution that ethnographic studies in the field of Early Childhood Education and Care (ECEC) can make to enquire into the question: What matters in early childhood education and care? In so doing we examine ‘what’ matters and ‘how’ ECEC matters to children, parents and educators, which challenges simplistic notions about ‘what works’ for all children, families and educators, for all time, and in all contexts. The papers in this special issue focus on ECEC, which is a period of pre-compulsory education, and our emphasis is on education and care provided as group-care in public institutions as opposed to that provided at home. The period ‘early childhood’ is not uniform and varies according to the age a nation or region sees fit for young children to enter compulsory schooling. More complex than school provision, ECEC is an amalgam of education and childcare and the relationship between these two parts is not always easy (Huf 2017; Moss 2013), not least as childcare provision is often driven by a desire on the part of governments to encourage more parents (mothers in the main) into the workplace alongside the need for provision for the child itself. Increasingly, ECEC is being recognised as of educational importance as well as being a panacea for an ever-widening array of societal ‘ills’ (Gulløv 2012), albeit that childcare struggles against a counter-discourse that the ‘proper’ place for young children is the home (James 2012). As a consequence of its perceived benefits, ECEC provision has become subject to widening interest from politicians and organisations such as the OECD and the World Bank (Penn 2002) as it is championed as supporting the needs of working families (mostly mothers), ameliorating the ‘deficit’ upbringings of disadvantaged (working-class) children and as contributing to the future development of a workforce able to compete successfully in a global economy (Albon and Rosen 2014). The intensification of focus on ‘school readiness’, and comparisons of ‘attainment’ between young children, within and between settings and increasingly between countries have emerged from such imperatives (Urban 2017). Driving such thinking are studies framed within a discourse of ‘effectiveness’ and ‘quality’. Against this discourse, the title of the special issue: ‘What matters in early childhood education’? is deliberately provocative: While studies on ‘effectiveness’ and ‘quality’ seek to identify universal, generalisable standards which are presented as ensuring optimal teaching and a transformation of children’s future lives through realising their ‘full potential’, this special issue draws attention to the complexity and messiness of children’s and educators’ daily practices and experiences. The question what matters in early childhood education and care? indicates a move away from essentialised notions of the child, the desire to optimise children’s and their educators’ relati","PeriodicalId":46203,"journal":{"name":"Ethnography and Education","volume":"16 1","pages":"243 - 247"},"PeriodicalIF":0.5,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17457823.2021.1916978","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42942513","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 : 2021-06-22DOI: 10.1080/17457823.2021.1943699
Annegrethe Ahrenkiel, Lars Holm, Laura Østergaard Eilenberg
ABSTRACT With inspiration from research in linguistic ethnography and children’s perspectives, this article examines children’s language use in Early Childhood Education and Care (ECEC) in a child perspective. The article is based on ethnographic fieldwork including video recordings from four children’s entire days in a Danish day care centre. A multimodal analysis of an extended play sequence demonstrates how children’s interactional language use is a creative and collective process that provides multiple opportunities to use and develop language practices, where children constantly align with each other to continue their common endeavours. The findings point to a need for broadening the conceptual understanding of language and of children’s language learning as an integral part of children’s everyday life in ECEC.
{"title":"Children’s language use in ECEC in a child perspective","authors":"Annegrethe Ahrenkiel, Lars Holm, Laura Østergaard Eilenberg","doi":"10.1080/17457823.2021.1943699","DOIUrl":"https://doi.org/10.1080/17457823.2021.1943699","url":null,"abstract":"ABSTRACT With inspiration from research in linguistic ethnography and children’s perspectives, this article examines children’s language use in Early Childhood Education and Care (ECEC) in a child perspective. The article is based on ethnographic fieldwork including video recordings from four children’s entire days in a Danish day care centre. A multimodal analysis of an extended play sequence demonstrates how children’s interactional language use is a creative and collective process that provides multiple opportunities to use and develop language practices, where children constantly align with each other to continue their common endeavours. The findings point to a need for broadening the conceptual understanding of language and of children’s language learning as an integral part of children’s everyday life in ECEC.","PeriodicalId":46203,"journal":{"name":"Ethnography and Education","volume":"16 1","pages":"420 - 436"},"PeriodicalIF":0.5,"publicationDate":"2021-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17457823.2021.1943699","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46547784","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 : 2021-06-08DOI: 10.1080/17457823.2021.1938166
Francis Bobongie-Harris
ABSTRACT This paper is drawn from research undertaken from 2009 to 2013 as part of a project, involving girls and women from Malaita in the Solomon Islands. The research identifies cultural elements that serve as barriers to girls and women wanting to participate in community leadership or mentoring roles. The methodology implemented for the research project was ethnographic and uses stories from observations, individual interviews and focus groups. My role as an outsider with ‘insider knowledge’ played a significant role in the ethnographic research process and data collection phase, demonstrating the significance of the wantok system, its reach and how it can be used to gain access, get ahead and support families. This paper the wantok system is used within communities of the Solomon Islands and how this system advantaged the research process and the data collection phase by enabling the researcher to freely access stories specific to the research project.
{"title":"Girls’ education in the Solomon Islands: stories, research, and wantoks","authors":"Francis Bobongie-Harris","doi":"10.1080/17457823.2021.1938166","DOIUrl":"https://doi.org/10.1080/17457823.2021.1938166","url":null,"abstract":"ABSTRACT This paper is drawn from research undertaken from 2009 to 2013 as part of a project, involving girls and women from Malaita in the Solomon Islands. The research identifies cultural elements that serve as barriers to girls and women wanting to participate in community leadership or mentoring roles. The methodology implemented for the research project was ethnographic and uses stories from observations, individual interviews and focus groups. My role as an outsider with ‘insider knowledge’ played a significant role in the ethnographic research process and data collection phase, demonstrating the significance of the wantok system, its reach and how it can be used to gain access, get ahead and support families. This paper the wantok system is used within communities of the Solomon Islands and how this system advantaged the research process and the data collection phase by enabling the researcher to freely access stories specific to the research project.","PeriodicalId":46203,"journal":{"name":"Ethnography and Education","volume":"16 1","pages":"373 - 383"},"PeriodicalIF":0.5,"publicationDate":"2021-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17457823.2021.1938166","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49623549","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 : 2021-06-06DOI: 10.1080/17457823.2021.1935287
Máirtín Mac an Ghaill, C. Haywood
ABSTRACT Within British schools over the last few decades, we have witnessed a policy move from multi-culturalism to counter-radicalization. In response, this article examines an ethnographic project that illustrates both the relative autonomy of methodology from broader theoretical and substantive questions, as well as the internal creative logic of methodology grounded in the research process. Importantly, the research participants claimed, in contrast to the securitised regime that circumscribed their lives as a ‘suspect community’ closing down critical discussion in the public sphere, their (ethnographic) engagement in the field enabled them to inhabit alternative representational spaces to the dominant public framing of young Muslims as dangerous men. Ethnography, with its attendant immersion research methods, created the time and space to open up complex explorations of the research participants’ emerging understandings, meanings and performances of school life for their generation.
{"title":"Ethnography, methodological autonomy and self-representational space: a reflexive millennial generation of Muslim young men","authors":"Máirtín Mac an Ghaill, C. Haywood","doi":"10.1080/17457823.2021.1935287","DOIUrl":"https://doi.org/10.1080/17457823.2021.1935287","url":null,"abstract":"ABSTRACT Within British schools over the last few decades, we have witnessed a policy move from multi-culturalism to counter-radicalization. In response, this article examines an ethnographic project that illustrates both the relative autonomy of methodology from broader theoretical and substantive questions, as well as the internal creative logic of methodology grounded in the research process. Importantly, the research participants claimed, in contrast to the securitised regime that circumscribed their lives as a ‘suspect community’ closing down critical discussion in the public sphere, their (ethnographic) engagement in the field enabled them to inhabit alternative representational spaces to the dominant public framing of young Muslims as dangerous men. Ethnography, with its attendant immersion research methods, created the time and space to open up complex explorations of the research participants’ emerging understandings, meanings and performances of school life for their generation.","PeriodicalId":46203,"journal":{"name":"Ethnography and Education","volume":"16 1","pages":"457 - 474"},"PeriodicalIF":0.5,"publicationDate":"2021-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17457823.2021.1935287","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45610147","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 : 2021-05-03DOI: 10.1080/17457823.2021.1922927
Sofia Brito, Nuno Carneiro, Conceição Nogueira
ABSTRACT The present work intends to analyse how pre-school aged children experience the re/construction of a ‘gender identity’ and the processes that create it as an essential, factual, and unchangeable reality – therefore, suspect. Given the growing importance of ‘gender identity development’ in child development literature, as well as the arising voices of ‘gender non-conforming’ childhoods, this theme seems particularly relevant when faced with the limitations imposed by macrosocial discourses of cisheteronormativity. Using grounded theory and ethnography, the re/construction processes were observed in a mixed-age kindergarten classroom in Porto and analysed through the feminist lens of gender performativity. It was possible to observe the following dimensions: clothing and accessories as performative marks of gender; beauty and its role in constructing femininities; play as a regulatory fiction, that is both shaped by and constructs gender differences; gender borders and how they can be reinstated, negotiated or defied.
{"title":"Playing gender(s): the re/construction of a suspect ‘gender identity’ through play","authors":"Sofia Brito, Nuno Carneiro, Conceição Nogueira","doi":"10.1080/17457823.2021.1922927","DOIUrl":"https://doi.org/10.1080/17457823.2021.1922927","url":null,"abstract":"ABSTRACT The present work intends to analyse how pre-school aged children experience the re/construction of a ‘gender identity’ and the processes that create it as an essential, factual, and unchangeable reality – therefore, suspect. Given the growing importance of ‘gender identity development’ in child development literature, as well as the arising voices of ‘gender non-conforming’ childhoods, this theme seems particularly relevant when faced with the limitations imposed by macrosocial discourses of cisheteronormativity. Using grounded theory and ethnography, the re/construction processes were observed in a mixed-age kindergarten classroom in Porto and analysed through the feminist lens of gender performativity. It was possible to observe the following dimensions: clothing and accessories as performative marks of gender; beauty and its role in constructing femininities; play as a regulatory fiction, that is both shaped by and constructs gender differences; gender borders and how they can be reinstated, negotiated or defied.","PeriodicalId":46203,"journal":{"name":"Ethnography and Education","volume":"16 1","pages":"384 - 401"},"PeriodicalIF":0.5,"publicationDate":"2021-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17457823.2021.1922927","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45276651","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 : 2021-05-03DOI: 10.1080/17457823.2021.1922928
Simone Plöger, Elisabeth Barakos
ABSTRACT In this paper, we make a theoretical and methodical case for combining Institutional Ethnography and Reflexive Grounded Theory to investigate linguistic transition processes of newly-arrived students in the German school system. Legitimised by a missing knowledge of German, the students are separated into preparatory classes in order to prepare them (linguistically) for the regular classes. This article develops a reflexive institutional-ethnographic approach that problematises and visualises the various voices and practices of social actors engaged in these transition processes. We elaborate the theoretical premises, methodical steps and procedures of a combined approach which allows to reconstruct the transition moment and its attendant tensions, stakeholder perspectives and embeddedness in wider social processes of migration-related multilingualism. The paper enriches the methodological landscape in language, education and migration studies and offers implications for engaging with educational research sites.
{"title":"Researching linguistic transitions of newly-arrived students in Germany: insights from Institutional Ethnography and Reflexive Grounded Theory","authors":"Simone Plöger, Elisabeth Barakos","doi":"10.1080/17457823.2021.1922928","DOIUrl":"https://doi.org/10.1080/17457823.2021.1922928","url":null,"abstract":"ABSTRACT In this paper, we make a theoretical and methodical case for combining Institutional Ethnography and Reflexive Grounded Theory to investigate linguistic transition processes of newly-arrived students in the German school system. Legitimised by a missing knowledge of German, the students are separated into preparatory classes in order to prepare them (linguistically) for the regular classes. This article develops a reflexive institutional-ethnographic approach that problematises and visualises the various voices and practices of social actors engaged in these transition processes. We elaborate the theoretical premises, methodical steps and procedures of a combined approach which allows to reconstruct the transition moment and its attendant tensions, stakeholder perspectives and embeddedness in wider social processes of migration-related multilingualism. The paper enriches the methodological landscape in language, education and migration studies and offers implications for engaging with educational research sites.","PeriodicalId":46203,"journal":{"name":"Ethnography and Education","volume":"16 1","pages":"402 - 419"},"PeriodicalIF":0.5,"publicationDate":"2021-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17457823.2021.1922928","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44779594","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 : 2021-04-06DOI: 10.1080/17457823.2021.1911669
Catalina Ulrich Hygum, Erik Hygum
ABSTRACT Drawing on ethnographic data from two Romanian and two Danish nurseries, we explore the agency of children aged 9 months to 2.5 years. Considering action, time, and place, the article reflects on crying as one of the children’s agentic practices. We identified five predominant types of crying and analysed peers’ and caregivers’ perceptions and reactions. The ethnographic approach uncovers the generational order and social logic of nurseries, making it possible to compare the ways in which children use crying in their communication with caregivers and peers in Romania and Denmark.
{"title":"Crèche and cry, here and there: exploring children’s agency in Romanian and Danish nurseries","authors":"Catalina Ulrich Hygum, Erik Hygum","doi":"10.1080/17457823.2021.1911669","DOIUrl":"https://doi.org/10.1080/17457823.2021.1911669","url":null,"abstract":"ABSTRACT Drawing on ethnographic data from two Romanian and two Danish nurseries, we explore the agency of children aged 9 months to 2.5 years. Considering action, time, and place, the article reflects on crying as one of the children’s agentic practices. We identified five predominant types of crying and analysed peers’ and caregivers’ perceptions and reactions. The ethnographic approach uncovers the generational order and social logic of nurseries, making it possible to compare the ways in which children use crying in their communication with caregivers and peers in Romania and Denmark.","PeriodicalId":46203,"journal":{"name":"Ethnography and Education","volume":"16 1","pages":"327 - 342"},"PeriodicalIF":0.5,"publicationDate":"2021-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17457823.2021.1911669","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46771231","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 : 2021-04-03DOI: 10.1080/17457823.2020.1818598
E. Pérez-Izaguirre, J. Cenoz
ABSTRACT This paper focuses on language ideologies in relation to identity in Basque secondary education, in a context where the teaching of a minority language is part of the curriculum. More precisely, it addresses the views held by teachers and immigrant students in relation to Basque, which is a minority language in the Basque Country. The aim is to analyse these views in their discourses both separately and in interaction. Methods include documentary analysis, participant observation, individual interviews and focus groups. Results indicate that there are engrained ideologies indexing identity in tension: those of teachers as Basque supporters and those adopted by students as Basque detractors, which come into conflict during classroom interaction when it involves learning Basque. The article concludes that these two ideologies constitute opposing identities and provides educational guidelines to improve classroom dynamics when acrimonious interactions such as these occur.
{"title":"Immigrant students’ minority language learning: an analysis of language ideologies","authors":"E. Pérez-Izaguirre, J. Cenoz","doi":"10.1080/17457823.2020.1818598","DOIUrl":"https://doi.org/10.1080/17457823.2020.1818598","url":null,"abstract":"ABSTRACT This paper focuses on language ideologies in relation to identity in Basque secondary education, in a context where the teaching of a minority language is part of the curriculum. More precisely, it addresses the views held by teachers and immigrant students in relation to Basque, which is a minority language in the Basque Country. The aim is to analyse these views in their discourses both separately and in interaction. Methods include documentary analysis, participant observation, individual interviews and focus groups. Results indicate that there are engrained ideologies indexing identity in tension: those of teachers as Basque supporters and those adopted by students as Basque detractors, which come into conflict during classroom interaction when it involves learning Basque. The article concludes that these two ideologies constitute opposing identities and provides educational guidelines to improve classroom dynamics when acrimonious interactions such as these occur.","PeriodicalId":46203,"journal":{"name":"Ethnography and Education","volume":"16 1","pages":"145 - 162"},"PeriodicalIF":0.5,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17457823.2020.1818598","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43364564","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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