戴花园手套的女孩:研究学校花园中感官物质的供给

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH Ethnography and Education Pub Date : 2020-07-02 DOI:10.1080/17457823.2019.1698309

A. Hipkiss, S. Windsor, D. Sanders

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引用次数: 4

摘要

本文使用民族志研究中的小插图和照片来重新构建学校花园研究中的方法论假设。新的理论视角应用于以往的实证学校园林研究，提供了在这种物质背景下生态素养的教学和学习的更深层次的理解。行动者网络理论和社会符号学进一步强调了学校园林空间的功能。我们公开了一个小型研究小组关于感知到的民族志转向物质性，美学和能动性的对话。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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The girl with the garden gloves: researching the affordances of sensual materialities in the school garden

ABSTRACT This article uses vignettes and photographs taken from ethnographic research to reframe the methodological assumptions within school garden research. New theoretical perspectives are applied to previous empirical school garden research that provides deeper understandings of both the teaching and the learning of ecoliteracy in such material contexts. Actor Network Theory and Social Semiotics further highlight the affordance of school garden spaces. We make public the conversations of a small research group about a perceived ethnographic turn towards materiality, aesthetics and agency.

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来源期刊

Ethnography and Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.80

自引率

0.00%

发文量

期刊介绍： Ethnography and Education is an international, peer-reviewed journal publishing articles that illuminate educational practices through empirical methodologies, which prioritise the experiences and perspectives of those involved. The journal is open to a wide range of ethnographic research that emanates from the perspectives of sociology, linguistics, history, psychology and general educational studies as well as anthropology. The journal’s priority is to support ethnographic research that involves long-term engagement with those studied in order to understand their cultures, uses multiple methods of generating data, and recognises the centrality of the researcher in the research process. The journal welcomes substantive and methodological articles that seek to explicate and challenge the effects of educational policies and practices; interrogate and develop theories about educational structures, policies and experiences; highlight the agency of educational actors; and provide accounts of how the everyday practices of those engaged in education are instrumental in social reproduction.