Pub Date : 2021-04-03DOI: 10.1080/17457823.2021.1905535
Iskender Gelir
ABSTRACT This paper discusses advantages and disadvantages of being a researcher in a familiar setting. This study was conducted in a nursery in Turkey. In ethnographic research, conducting research in a familiar setting plays an important role in collecting and analysing data. Familiarisation with participants and settings is associated with ‘insiderness’ that a researcher shares the same language and culture with participants. The concept of positionality will be used to discuss the researcher’s positionalities during the fieldwork. There has been a discussion about the role of familiarisation in conducting ethnographic studies and insider/outsider dichotomy. This study argues that the research process is not unproblematic for an insider researcher. It also indicates that there are advantages (e.g. ethnicity and former teacher) and disadvantages (being a male researcher) of being an insider in a familiar setting. The study highlights that the researcher made the arrangements to overcome challenges resulted from the researcher’s gender.
{"title":"Can insider be outsider? Doing an ethnographic research in a familiar setting","authors":"Iskender Gelir","doi":"10.1080/17457823.2021.1905535","DOIUrl":"https://doi.org/10.1080/17457823.2021.1905535","url":null,"abstract":"ABSTRACT This paper discusses advantages and disadvantages of being a researcher in a familiar setting. This study was conducted in a nursery in Turkey. In ethnographic research, conducting research in a familiar setting plays an important role in collecting and analysing data. Familiarisation with participants and settings is associated with ‘insiderness’ that a researcher shares the same language and culture with participants. The concept of positionality will be used to discuss the researcher’s positionalities during the fieldwork. There has been a discussion about the role of familiarisation in conducting ethnographic studies and insider/outsider dichotomy. This study argues that the research process is not unproblematic for an insider researcher. It also indicates that there are advantages (e.g. ethnicity and former teacher) and disadvantages (being a male researcher) of being an insider in a familiar setting. The study highlights that the researcher made the arrangements to overcome challenges resulted from the researcher’s gender.","PeriodicalId":46203,"journal":{"name":"Ethnography and Education","volume":"16 1","pages":"226 - 242"},"PeriodicalIF":0.5,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17457823.2021.1905535","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44339724","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: 10.1080/17457823.2020.1852438
Antonio Garcia, A. Haye, C. Matus, Verónica López
ABSTRACT Substantialist ethnographic approaches have been questioned for situating studies into stable groups and places, thereby creating rigid categories of diversity. In this study, we approached school normality through a relational ethnography, where the focus is on fields rather than places, and boundaries rather than bounded groups. Extended fieldwork was done at two schools in Santiago de Chile, where we embarked on a flexible journey to follow daily school life. We analysed situational encounters between the ethnographer and school actors at the school boundary as relational fields. Findings show that the institutional schools’ structures and norms seen at the boundary define the terrain where the relation between schools and differences is revealed. In this context, normality takes the form of resistance, nostalgia, and risk, defining how differences within the student body are constructed.
{"title":"Normality and difference in education: relational encounters at school boundaries","authors":"Antonio Garcia, A. Haye, C. Matus, Verónica López","doi":"10.1080/17457823.2020.1852438","DOIUrl":"https://doi.org/10.1080/17457823.2020.1852438","url":null,"abstract":"ABSTRACT Substantialist ethnographic approaches have been questioned for situating studies into stable groups and places, thereby creating rigid categories of diversity. In this study, we approached school normality through a relational ethnography, where the focus is on fields rather than places, and boundaries rather than bounded groups. Extended fieldwork was done at two schools in Santiago de Chile, where we embarked on a flexible journey to follow daily school life. We analysed situational encounters between the ethnographer and school actors at the school boundary as relational fields. Findings show that the institutional schools’ structures and norms seen at the boundary define the terrain where the relation between schools and differences is revealed. In this context, normality takes the form of resistance, nostalgia, and risk, defining how differences within the student body are constructed.","PeriodicalId":46203,"journal":{"name":"Ethnography and Education","volume":"16 1","pages":"163 - 180"},"PeriodicalIF":0.5,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17457823.2020.1852438","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43895470","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: 10.1080/17457823.2021.1871853
Thorsten Merl
ABSTRACT Due to the legal implementation of inclusion in the German school system, teachers face the challenge of implementing the joint learning of pupils with and without special educational needs in the classroom. But how do they do this? How do teachers differentiate between pupils in classroom practices and what differences do they produce throughout these practices? This article shows that teachers differentiate along the distinction of whether a pupil is (in the eyes of the teacher and in relation to the ability expectations) sufficiently or insufficiently able. It can be shown that this differentiation not only produces who is and who is not capable of acting accordingly, but also ensures membership for all pupils, because it allows the teachers to maintain the general ability expectations while at the same time reduce them for those that are deemed insufficiently able. Nevertheless, this leads to the re/production of disability in inclusive classes.
{"title":"In/sufficiently able: how teachers differentiate between pupils in inclusive classrooms","authors":"Thorsten Merl","doi":"10.1080/17457823.2021.1871853","DOIUrl":"https://doi.org/10.1080/17457823.2021.1871853","url":null,"abstract":"ABSTRACT Due to the legal implementation of inclusion in the German school system, teachers face the challenge of implementing the joint learning of pupils with and without special educational needs in the classroom. But how do they do this? How do teachers differentiate between pupils in classroom practices and what differences do they produce throughout these practices? This article shows that teachers differentiate along the distinction of whether a pupil is (in the eyes of the teacher and in relation to the ability expectations) sufficiently or insufficiently able. It can be shown that this differentiation not only produces who is and who is not capable of acting accordingly, but also ensures membership for all pupils, because it allows the teachers to maintain the general ability expectations while at the same time reduce them for those that are deemed insufficiently able. Nevertheless, this leads to the re/production of disability in inclusive classes.","PeriodicalId":46203,"journal":{"name":"Ethnography and Education","volume":"16 1","pages":"198 - 209"},"PeriodicalIF":0.5,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17457823.2021.1871853","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47669264","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 : 2021-03-23DOI: 10.1080/17457823.2021.1903961
Christina Huf, Markus Kluge
ABSTRACT This paper engages with the question of how ethnographers in the field of Early Childhood Education and Care (ECEC) can respond to the ontological turn in the social studies of childhood. Against the background of ECEC’s deeply sedimented orientation towards the uniqueness of the individual child, the paper wishes to complicate the rationale of de-centring the child and childhood-research’s child-centredness. Building on ethnographic field notes from a nursery class in the Early Years Unit of an Infant School in England, the authors discuss how ethnographers become entangled into the phenomenon of child-centredness, and how this entanglement is central for ethnographers to become answerable and response-able to the field of ECEC. The paper suggests that Karen Barad’s concept of agential seperability offers possibilities to explore how the individual child is enacted in ECEC and to understand, how ECEC is entangled into performing and producing children’s need for education.
{"title":"Being (with) batman – entangled research relations in ethnographic research in early childhood education and care","authors":"Christina Huf, Markus Kluge","doi":"10.1080/17457823.2021.1903961","DOIUrl":"https://doi.org/10.1080/17457823.2021.1903961","url":null,"abstract":"ABSTRACT This paper engages with the question of how ethnographers in the field of Early Childhood Education and Care (ECEC) can respond to the ontological turn in the social studies of childhood. Against the background of ECEC’s deeply sedimented orientation towards the uniqueness of the individual child, the paper wishes to complicate the rationale of de-centring the child and childhood-research’s child-centredness. Building on ethnographic field notes from a nursery class in the Early Years Unit of an Infant School in England, the authors discuss how ethnographers become entangled into the phenomenon of child-centredness, and how this entanglement is central for ethnographers to become answerable and response-able to the field of ECEC. The paper suggests that Karen Barad’s concept of agential seperability offers possibilities to explore how the individual child is enacted in ECEC and to understand, how ECEC is entangled into performing and producing children’s need for education.","PeriodicalId":46203,"journal":{"name":"Ethnography and Education","volume":"16 1","pages":"248 - 262"},"PeriodicalIF":0.5,"publicationDate":"2021-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17457823.2021.1903961","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41801703","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 : 2021-01-21DOI: 10.1080/17457823.2021.1872396
Raija Raittila, Mari Vuorisalo
ABSTRACT This article elaborates the relational ontology in an ethnographic study. The aim is to seek relational construction of preschool practice and how children’s positions are constructed in it. The study is based on the understanding that ethnography and relational sociology share the idea that society emerges through repeated relations. The ontological thinking of relational sociology is applied in a micro-level analysis of three episodes from a Finnish preschool. We propose that relations appear in every single ethnographical episode and that carefully analysed repetitive relations can reveal a stabilised organisational structure. The analysis shows how the position of one child is structuring and being structured in everyday actions in a preschool. We argue that through relational analysis of ethnographic data, it is possible to seek sociological knowledge of institutions – in this case, of preschool.
{"title":"Relational analysis and the ethnographic approach: constructing preschool childhood","authors":"Raija Raittila, Mari Vuorisalo","doi":"10.1080/17457823.2021.1872396","DOIUrl":"https://doi.org/10.1080/17457823.2021.1872396","url":null,"abstract":"ABSTRACT This article elaborates the relational ontology in an ethnographic study. The aim is to seek relational construction of preschool practice and how children’s positions are constructed in it. The study is based on the understanding that ethnography and relational sociology share the idea that society emerges through repeated relations. The ontological thinking of relational sociology is applied in a micro-level analysis of three episodes from a Finnish preschool. We propose that relations appear in every single ethnographical episode and that carefully analysed repetitive relations can reveal a stabilised organisational structure. The analysis shows how the position of one child is structuring and being structured in everyday actions in a preschool. We argue that through relational analysis of ethnographic data, it is possible to seek sociological knowledge of institutions – in this case, of preschool.","PeriodicalId":46203,"journal":{"name":"Ethnography and Education","volume":"16 1","pages":"358 - 372"},"PeriodicalIF":0.5,"publicationDate":"2021-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17457823.2021.1872396","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45310304","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 : 2020-12-25DOI: 10.1080/17457823.2020.1864655
Eran Hakim
ABSTRACT This paper brings an ethnographic experience to bear on the existing research field of school bullying, rounding out our understanding by focusing on an essential aspect: children’s culture. Based on 14 months of fieldwork and a close analysis of the case of Anat, a 9-year-old victim of bullying, the paper identifies a unique formation of school bullying with no leading bully. Drawing from theoretical approaches which focus on pupils’ everyday life, the paper asserts that bullying without a leading bully is rooted in children’s culture which effectively enforces bullying as a binding norm by constructing its object as disgusting. The paper explores how disgust shapes school bullying into a collective omnipresent rejection. It also discusses intervention programmes and suggests that within such a social position, one practice to consider would be transferring to a new environment where bullied pupils will not be forced to cope with collectively enforced prejudices.
{"title":"You’ve got the disease: how disgust in child culture shapes school bullying","authors":"Eran Hakim","doi":"10.1080/17457823.2020.1864655","DOIUrl":"https://doi.org/10.1080/17457823.2020.1864655","url":null,"abstract":"ABSTRACT This paper brings an ethnographic experience to bear on the existing research field of school bullying, rounding out our understanding by focusing on an essential aspect: children’s culture. Based on 14 months of fieldwork and a close analysis of the case of Anat, a 9-year-old victim of bullying, the paper identifies a unique formation of school bullying with no leading bully. Drawing from theoretical approaches which focus on pupils’ everyday life, the paper asserts that bullying without a leading bully is rooted in children’s culture which effectively enforces bullying as a binding norm by constructing its object as disgusting. The paper explores how disgust shapes school bullying into a collective omnipresent rejection. It also discusses intervention programmes and suggests that within such a social position, one practice to consider would be transferring to a new environment where bullied pupils will not be forced to cope with collectively enforced prejudices.","PeriodicalId":46203,"journal":{"name":"Ethnography and Education","volume":"16 1","pages":"210 - 225"},"PeriodicalIF":0.5,"publicationDate":"2020-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17457823.2020.1864655","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44770562","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 : 2020-12-24DOI: 10.1080/17457823.2020.1861956
S. Galman
ABSTRACT This paper presents data from a multi-year ethnography of a rural preschool in the United States in which children engaged in substantial free and structured imaginative play. An unexpected parent death during the course of the data collection period was followed by a spate of death-related play and storytelling by the children, with varied adult reactions. These analyses explore this death play, problematise the adult responses to ‘inappropriate’ play and stories, and question the sanitised and curated nature of what play – and by extension what children – are valued and valorised in preschool. Implications for how children’s unruly or uncomfortable play is understood and acted upon by adults, and the complex importance of play in early childhood learning contexts, conclude the paper.
{"title":"Nicole’s mother is dead: death games, unruly stories, and what matters in preschool","authors":"S. Galman","doi":"10.1080/17457823.2020.1861956","DOIUrl":"https://doi.org/10.1080/17457823.2020.1861956","url":null,"abstract":"ABSTRACT This paper presents data from a multi-year ethnography of a rural preschool in the United States in which children engaged in substantial free and structured imaginative play. An unexpected parent death during the course of the data collection period was followed by a spate of death-related play and storytelling by the children, with varied adult reactions. These analyses explore this death play, problematise the adult responses to ‘inappropriate’ play and stories, and question the sanitised and curated nature of what play – and by extension what children – are valued and valorised in preschool. Implications for how children’s unruly or uncomfortable play is understood and acted upon by adults, and the complex importance of play in early childhood learning contexts, conclude the paper.","PeriodicalId":46203,"journal":{"name":"Ethnography and Education","volume":"16 1","pages":"294 - 310"},"PeriodicalIF":0.5,"publicationDate":"2020-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17457823.2020.1861956","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45525918","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 : 2020-12-21DOI: 10.1080/17457823.2020.1861955
Eva Gulløv
ABSTRACT This article concerns young children’s social preferences in early childcare in Denmark. Based on detailed and long-term ethnographic observations, the analysis shows how children’s choices of playmates are patterned in ways that reflect their various social and cultural experiences in and out of the institutional settings. In general, children seem to prefer to be with others who share and acknowledge the same kinds of knowledge, experiences, and references and this leads to a pattern of rather distinct social interest-groups. The article explores why such lines of divisions are to be found in an institutional context designed to overcome social inequality and prevent social fragmentation. Furthermore, it argues that systematic ethnographic observations not only can help to understand what matters in early childcare for different persons, but also examine the social processes behind preferences and priorities and how they resonate with social divisions of broader society.
{"title":"Exploring divisions What to be learned from observing young children’s social preferences","authors":"Eva Gulløv","doi":"10.1080/17457823.2020.1861955","DOIUrl":"https://doi.org/10.1080/17457823.2020.1861955","url":null,"abstract":"ABSTRACT This article concerns young children’s social preferences in early childcare in Denmark. Based on detailed and long-term ethnographic observations, the analysis shows how children’s choices of playmates are patterned in ways that reflect their various social and cultural experiences in and out of the institutional settings. In general, children seem to prefer to be with others who share and acknowledge the same kinds of knowledge, experiences, and references and this leads to a pattern of rather distinct social interest-groups. The article explores why such lines of divisions are to be found in an institutional context designed to overcome social inequality and prevent social fragmentation. Furthermore, it argues that systematic ethnographic observations not only can help to understand what matters in early childcare for different persons, but also examine the social processes behind preferences and priorities and how they resonate with social divisions of broader society.","PeriodicalId":46203,"journal":{"name":"Ethnography and Education","volume":"16 1","pages":"311 - 326"},"PeriodicalIF":0.5,"publicationDate":"2020-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17457823.2020.1861955","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48277202","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 : 2020-12-15DOI: 10.1080/17457823.2020.1858322
Natalia Albornoz, Jenny Assaél, J. Redondo
ABSTRACT The purpose of this research is to understand, through an ethnography, how interactions and dialogue transpire in the classrooms of three high-risk primary schools in Santiago, Chile. We address the problem in an educational model with an evaluation system based on high-stakes testing. The results give an account of interactions do not favour dialogue, there is a prevalence of a sequence of expository class, individual work and monitoring, hurry to cover the curriculum predominate, and the evaluation standards for learning are limited to content tests in the form of a standardised high-stakes test. The rationale behind these classroom practices follows a circular logic where the students are both the cause and consequence of the lack of dialogue.
{"title":"The circle of non-dialogue: everyday interactions at schools located in vulnerable areas and Chilean educational system","authors":"Natalia Albornoz, Jenny Assaél, J. Redondo","doi":"10.1080/17457823.2020.1858322","DOIUrl":"https://doi.org/10.1080/17457823.2020.1858322","url":null,"abstract":"ABSTRACT The purpose of this research is to understand, through an ethnography, how interactions and dialogue transpire in the classrooms of three high-risk primary schools in Santiago, Chile. We address the problem in an educational model with an evaluation system based on high-stakes testing. The results give an account of interactions do not favour dialogue, there is a prevalence of a sequence of expository class, individual work and monitoring, hurry to cover the curriculum predominate, and the evaluation standards for learning are limited to content tests in the form of a standardised high-stakes test. The rationale behind these classroom practices follows a circular logic where the students are both the cause and consequence of the lack of dialogue.","PeriodicalId":46203,"journal":{"name":"Ethnography and Education","volume":"16 1","pages":"181 - 197"},"PeriodicalIF":0.5,"publicationDate":"2020-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17457823.2020.1858322","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48034393","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 : 2020-10-27DOI: 10.1080/17457823.2020.1839778
D. Albon
ABSTRACT Scent matters in the lives of humans (and other living creatures). However, thus far, it is largely unexplored in ethnographic work in education. Drawing on and adding to the literature on ‘smellscapes’ as a way of conceptualising space, this paper adds new insights into early childhood education and care (ECEC) by reporting on the differentials in scent between the staffroom and the baby room in a nursery in Central London. In so doing, the distinctive aromas of disinfectant and spices, which characterised these two spaces, are interrogated in order to consider children and educators’ embodied experiences of scent as well as well as to evidence examples of generational and racial inequities.
{"title":"Scent and scent-orship in the nursery: why does it matter?","authors":"D. Albon","doi":"10.1080/17457823.2020.1839778","DOIUrl":"https://doi.org/10.1080/17457823.2020.1839778","url":null,"abstract":"ABSTRACT Scent matters in the lives of humans (and other living creatures). However, thus far, it is largely unexplored in ethnographic work in education. Drawing on and adding to the literature on ‘smellscapes’ as a way of conceptualising space, this paper adds new insights into early childhood education and care (ECEC) by reporting on the differentials in scent between the staffroom and the baby room in a nursery in Central London. In so doing, the distinctive aromas of disinfectant and spices, which characterised these two spaces, are interrogated in order to consider children and educators’ embodied experiences of scent as well as well as to evidence examples of generational and racial inequities.","PeriodicalId":46203,"journal":{"name":"Ethnography and Education","volume":"16 1","pages":"279 - 293"},"PeriodicalIF":0.5,"publicationDate":"2020-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17457823.2020.1839778","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48874808","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：