跨文化航海民族志:跨北海的方法论挑战和反思性

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH Ethnography and Education Pub Date : 2022-06-20 DOI:10.1080/17457823.2022.2085053
Yujun Xu
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引用次数: 3

摘要

摘要:本文通过一项民族志研究,从航海学员在穿越北海的航行中被时空束缚的独特经历出发,探讨了跨文化的形成。作者以导师兼研究员的身份沉浸在一艘107岁高龄的巨轮的探险中,航行了1000海里。收集和分析了从访谈、观察、实地记录到参与者日记和日志的经验数据。研究表明,在海上不可预测的条件下,研究人员和参与者都面临着各种因素的挑战,迫使他们走出自己的舒适区,促使他们共同创造航海民族志中流畅的交流方式。鉴于研究地点的独特性,本研究为跨文化或冒险民族志研究设计提供了方法学上的见解。
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Intercultural sailing ethnography: methodological challenges and reflexivity across the North Sea
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.
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来源期刊
Ethnography and Education
Ethnography and Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.80
自引率
0.00%
发文量
23
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.
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