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1.
This article presents a “telling case” of an interdisciplinary, team-teaching experience that explores how participants eschewed ethnocentricism of their fields of study in order to learn from each other, while providing instruction to students and analysing data collected from the class (a graduate course on literature and pedagogy). Through the process, the participants (a professor of English education and a professor of literature) ground the perspectives of literary interpretation in their field of study and languaculture, and developed a conceptual framework that guided their interactions and analysis of the discursive actions of the class. An ethnographic perspective served as the conceptual frame and informed how the participants observed, described, and developed claims about classroom interactions. Through this study, the participants answer calls for more examples of how faculty in higher education engage in interdisciplinary teaching and research and the need for faculty to develop conceptual ethnographic frameworks for their collaborations. 相似文献
2.
New teachers learning in rural and regional Australia 总被引：1，自引：0，他引：1
Margaret Somerville Margaret Plunkett Michael Dyson 《Asia-Pacific Journal of Teacher Education》2010,38(1):39-55
This paper reports on a longitudinal ethnographic study of beginning primary school teachers in rural and regional Victoria, Australia. The study uses a conceptual framework of place and workplace learning to ask: How do new teachers learn to do their work and how do they learn about the places and communities in which they begin teaching? In this paper, we focus on data from the first year of the three-year longitudinal study, using a place-based survey and ethnographic interviews. We found that the space of the classroom was the dominant site of learning to become a teacher for the new teachers in this study. This learning was understood through the discourse of classroom management. Analysis of these storylines reveals the ways in which the community and classroom are not separate but intertwined, and the process of learning about their communities began through the children in their classes. 相似文献
3.
《Ethnography and Education》2013,8(3):357-373
This article explores the possibilities and frustrations of using digital methods in a multi-sited ethnographic research project. The project, Urban School Performances: The interplay, through live and digital drama, of local-global knowledge about student engagement, is a study of youth and teachers in drama classrooms in contexts of schooling marked as ‘disadvantaged’ in research sites in Toronto (Canada), Lucknow (India), Taipei (Taiwan) and Boston (USA). The authors first outline the place of digital methods in the research, describing how software such as Adobe Connect and Survey Monkey, as well as a project Wiki and blog, enabled some virtual communication among and within research sites. They go on to suggest that their experience with these methods exposed the significant limitations of the technology, but also that coming up against these limitations posed useful questions about the nature of specific research methods and about the overall priorities of the study. As an example, the article focuses on how digital methods have usefully complicated available conceptions of ‘liveness’, an important dimension both of live performance and of ethnographic fieldwork. Despite their skepticism about the promise of new technologies, the authors conclude that their experience valuably relocated research analysis from post-facto interpretation to an ongoing negotiation with method in the field. 相似文献
4.
Peter A. J. Stevens 《British Educational Research Journal》2009,35(3):413-430
While British educational researchers have given considerable attention to issues of racism, little attention has been given to how pupils themselves perceive differential teacher treatment and how such views relate to pupils' claims of teacher racism and racial discrimination. This article employs ethnographic data gathered from one English and two Flemish (Belgian) secondary schools to investigate pupils' perceptions of teachers' differential treatment of pupils. All schools were multi‐ethnic in character and located in inner‐city areas. The analysis of the data suggests that three ideal types of pupils were perceived as legitimate recipients of a less or more favourable teacher treatment: the ill, stragglers and deviants. This study illustrates how pupils' claims about teacher racism and racial discrimination relate to conflicts between particular pupils and their teachers over the appropriateness of their status as ill, stragglers or deviants and related role expectations. The final section discusses implications of this study for future research on processes of racism and racial discrimination in educational settings. 相似文献
5.
This paper presents a response to some criticisms by James Tooley of our research on parental choice. The paper argues that many of Tooley's criticisms are based on systematic misinterpretations and misreadings of our work, ignorance of the procedures of qualitative research and the use of untenable speculations about sampling, data collection and the interpretation of data. It is suggested that Tooley's criticisms are ideologically driven and that if taken seriously would make qualitative social research impossible. 相似文献
6.
Data from written correspondence and conversations gathered from the authors'study on knowledge construction was used to examine the process of interpretation, or how researchers construct ‘knowledge about knowledge construction.’ The notion of ‘working in the interpretive zone’ was used to conceptualize interpretation among researchers as a collaborative act. Specifically, the authors discuss how intellectual, social, interpersonal, and dispositional aspects of their collaboration shaped their understandings about the process and outcomes of the study, the research methodology, and the theoretical insights that emerged from the study. 相似文献
7.
Large‐scale research projects, conducted in a cross‐European context, are increasingly attractive to educational researchers and policy‐makers. However, this form of comparative research across cultures brings problems concerning the standardization of data collection and analysis, particularly where ethnographic research is concerned, as it prioritizes a full range of qualitative research strategies. This paper outlines the use of a universal model and the approaches recently taken by two research teams and contrasts these with another recent nine‐partner comparative European study that used ethnographic methods. We then describe the analytical procedures used in the project, which encouraged participant observation and individual researcher interpretation in order to generate grounded accounts and outline how they were culturally sensitive and meaningful to research teams who used varied analytical approaches. However, this raised difficult issues for the ‘final’ analysis and the production of a loosely coupled research report. Our pragmatic solution was a process of ‘qualitative synthesis’ whereby individual partner reports were collated by the Project Director and treated as data and a grounded theory approach was applied to generate tentative theory in respect of creative learning. The paper concludes by arguing that data generated by a loosely coupled approach to qualitative comparative research which uses a wide range of data collection methods can be effectively analysed with a qualitative synthesis. 相似文献
8.
《Ethnography and Education》2013,8(1):65-82
Currently, ethnographic interest in leadership is relatively sparse. This paper's focus derives from research about integrating diversity in leadership, and how some leaders are included and excluded from organisational influence in Further Education. Specific interest is in methodological opportunities to research leadership as observed behaviours in sensitive contexts of diversity. Three issues are foregrounded. Firstly, it is argued that notwithstanding the importance of interviews and biographies, research without observation underestimates the significance of whether what leaders do in relation to diversity is what they say they do. A second issue lies in considering whether data collected over seven months during intensive two-day case site visits, might legitimately be labelled ethnography. Thirdly, the ethical issues in defining and researching the diverse characteristics of actual and potential leaders are considered. Conclusions confirm a need to research leadership ethnographically not least to prevent critical perspectives about leadership, diversity and equality being air-brushed from studies of educational administration. 相似文献
9.
Damian Ruth 《Ethnography and Education》2016,11(3):359-370
The author raises questions about ethnographic methodology through exploring the implications of using observations produced by his colleagues about his office as data for his research. This process blurred the boundaries between researcher, method and the object and subject of research. It meets some criteria for ethnography and not others, and does not evidence clear definitional boundaries for any sub-genre such as autoethnography or collaborative authoethnography. Besides raising definitional challenges and the blurring of roles in research, the study also illustrates how the methodology revealed tensions over collegial trust, boundaries and privacy. The author's colleagues exposed aspects of the author's identity that were opaque and even invisible to the author. The author accordingly raises questions about the locus of ethical concern. Thus, issues of roles, definition, trust, boundaries, privacy and method were entwined. 相似文献
10.
《Ethnography and Education》2013,8(1):21-38
The purpose of this paper is to discuss the ethical and methodological significance for children and university researchers to participate together in data collection and research interpretation. We examine this process in the context of a three-year study with the aim of understanding how children become identified as having difficulties in a diverse, semi-urban minority French-speaking Catholic elementary school in Ontario (Canada). First, we review the literature on child informed consent. Then, we describe the setting and the process of how children in this study became informed participants. We describe how the children became active in exercising their discretionary consent to be observed during the data collection process, then how they progressively became engaged in observing their social context in terms of their own sense-making of the research project. We discuss how the children gave a new direction to the original project proposed by the university research team investigating on identification and special needs children. Lastly, we revisit the ways in which we addressed the various subject positions that became possible for us and for the children as co-researchers within the social relations of the classroom-based research team in a French minority language school. It became apparent throughout the research that informing consent was more than an act on the part of researchers to explain and thus establish a research framework in which collecting data from children would take place. Rather, we found that our research with children involved children's active participation as co-researchers informing the project from its design to its data analysis. 相似文献
11.
Juliet Christine Perumal 《Gender and education》2012,24(1):57-71
This paper is based on a study titled ‘Enacting Feminisms in Academia’, which engaged five feminist lecturers teaching English at five different multilingual universities in Southern Africa. The study explored: (1) the complexity of sociolinguistic and feminist identity construction in multilingual seascapes, and by extension (2) how feminist educators' interpretation and enactment of their personal world-view informs their language teaching in terms of what they teach, how they teach, and why they teach what they do. The participants who hail from a diverse range of ideological landscapes were identified either by themselves or others as feminist teachers. Through a suite of data sources which comprised autobiographical essays, interviews and lecture observations, this paper explores how the female teacher's educative and pedagogic expertise and interactions are framed in relation to her race, gender, and age. Accepting the fluidity and complexity of identity positionalities, the paper explores the identity constructions of the feminist teachers in their communities of practice. 相似文献
12.
David Pomeroy 《Gender and education》2017,29(6):748-763
This article contributes to the long-running discussion about the gendering of mathematics learning by exploring the social biographies of six exceptionally high-attaining mathematics students, four women and two men. In contrast to some prior studies, these students appeared to feel no need to downplay being ‘good at maths’ in order to maintain social credibility with their socially privileged peers. I attempt to make sense of their stories from two theoretical standpoints: (1) a post-structuralist approach that emphasises discourses that position mathematics as masculine and (2) an approach, based on Bourdieu, that asks how mathematics is valued in different school and peer group settings. I show how, as I worked with the data, my emphasis moved from the former to the latter, and suggest that research in gender and education has much to gain from theoretical reflexivity alongside personal and methodological reflexivity. 相似文献
13.
Based on a two-year ethnographic study of global virtual teams (GVTs) (n?=?323) in a technology-enhanced global course among six universities (i.e. U.S., China, South Korea, Germany, Israel, and India), this paper presents how and in what ways the participating students made sense of and constructed understandings about the interactive learning environment. Focusing on the student engagement, this study identified three pathways in which they negotiated and developed their respective understandings about technology, culture, and teamwork in GVTs. In each pathway, it was found that students engaged in the development process of reflecting upon problematic experiences, revolving unanticipated challenges, and establishing new ways of being, doing, and thinking. This study highlights the dynamic nature of understanding construction and provides important implications about how to implement GVTs and support students to succeed in GVTs. 相似文献
14.
Erich N. Pitcher 《International journal of qualitative studies in education》2016,29(5):714-730
Previous research about college students’ social media usage emphasizes social media practices, often ignoring the content that students’ post. Increasing knowledge about the language that college students use to describe their intimate relationships can inform student affairs practice. Using a digital ethnographic data collection approach and queer theoretical framework, this paper explores the dominant discourses about race, sexuality, and relationships circulated in a mobile social networking application. This paper used content analysis to describe the meaning of text and images produced by college-aged youth in the US. Through this analysis of social media content, I contend that college students engage in the complex representations and reproductions of sociocultural norms about bodies, sexuality, and relationships and that these representations and reproductions influence campus climate. I develop implications for student affairs administrators. 相似文献
15.
This paper presents the findings of a comparative study using data from questionnaire surveys carried out in England (n=57) and Ireland (n=72). The researchers examine how teachers and teaching assistants who are currently teaching pupils with dyslexia in primary schools describe dyslexia and what may have influenced their conceptualisation. The paper examines teachers' responses both in terms of how they view their pupils presenting difficulties in the classroom, and how far they link these to underlying differences in cognitive processing. The researchers suggest ways in which this might influence their teaching in terms of methodology. Findings have been mapped to the Morton and Frith causal modelling framework. The implications of these findings for the training and support of teachers are discussed in the light of recent national initiatives to improve the teaching of dyslexic pupils in both countries. 相似文献
16.
Summaries English Conventional correlation studies are of limited value in research aimed at discovering why curricula are successful or unsuccessful. Their basic weakness is that they offer little scope for revealing how and why innovations become modified in practice as a result of their interaction with contextual constraints such as teachers’ views of their own roles and purposes. Observational studies and the collection, through interviews, of participants’ accounts can to some degree remedy this deficiency. However, such methods encounter problems of subjective data interpretation and of establishing their reliability. In a study of the implementation of an innovative science curriculum, the Schools Council Integrated Science Project (SCISP), in three English comprehensive schools, the authors experimented with the use of repertory grid techniques based on personal construct theory: This allowed interviews of teachers to be conducted in such a way that categories were revealed rather than imposed and provided data which could be subjected to conventional statistical analysis. Some factors crucially affecting curriculum innovation were identified which might not have been readily discovered by the application of either trait measurement or ethnographic methods. 相似文献
17.
Alex McInch 《Ethnography and Education》2020,15(2):254-266
ABSTRACTEthnography as a methodological approach presents the fieldworker with many ethical crossroads throughout the research process. This is because of the unique position that ethnographers find themselves in, the environments that they research and the relationships which are formed. This paper presents four confessional vignettes from a broader ethnographic research project that illuminate the underside of fieldwork, and how the author dealt with a number of difficulties and dilemmas in the field as a working-class academic. Fieldwork was undertaken in a Welsh (UK) secondary school for one full academic year, and the paper argues that researcher identity must be remain fluid so that successful field relations are established and maintained. The paper concludes that researchers must think intersectionally about their endeavours and to also consider how one’s own social baggage might impact upon the research process. 相似文献
18.
Luis Radford 《Educational Studies in Mathematics》2000,42(3):237-268
The purpose of this article, which is part of a longitudinal classroom research about students' algebraic symbolizations,
is twofold: (1) to investigate the way students use signs and endow them with meaning in their very first encounter with the
algebraic generalization of patterns and(2) to provide accounts about the students' emergent algebraic thinking. The research
draws from Vygotsky's historical-cultural school of psychology, on the one hand, and from Bakhtin and Voloshinov's theory
of discourse on the other, and is grounded in a semiotic-cultural theoretical framework in which algebraic thinking is considered
as a sign-mediated cognitive praxis. Within this theoretical framework, the students' algebraic activity is investigated in the interaction of the individual's
subjectivity and the social means of semiotic objectification. An ethnographic qualitative methodology, supported by historic,
epistemological research, ensured the design and interpretation of a set of teaching activities. The paper focuses on the
discussion held by a small group of students of which an interpretative, situated discourse analysis is provided. The results
shed some light on the students' production of (oral and written) signs and their meanings as they engage in the construction
of expressions of mathematical generality and on the social nature of their emergent algebraic thinking.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
19.
In late modernity, the marketisation of public services has become a global policy phenomenon. In the case of schooling, this has resulted in parents discursively positioned as consumers of education making a choice between providers of education. To date the majority of research on parental choice has focused on the urban; this paper is concerned with the rural. Using ethnographic data collected through interviews (N = 24) and observations in one English village, it explores the ways in which parents engage with primary school choice. The research draws on Bourdieu's interrelated concepts of field, habitus and capital to discuss how the dispositions and resources parents had impacted upon the school choices they made. In presenting its findings, the paper distinguishes between the long-term residents (villagers) and more recent arrivals (newcomers) to suggest a differentiated commitment to place and schooling. 相似文献
20.
Julia Morgan Tumendelger Sengedorj 《International Journal of Research & Method in Education》2015,38(2):200-218
This paper draws on data from a project undertaken with children (N?=?72) in Mongolia and Zambia. The research is distinctive in bringing together diverse children, ranging from those living on the street to those in mainstream education and involving them in discussions about educational research. Being conscious of critiques of adult-initiated research as well as being influenced by work on participatory action research and research on understanding children's perspectives, we were keen to hear the views of children about research and how research should be carried out. This included enabling children's participation in discussions about potential research areas that could be focused upon as well as discussions about ethical issues and methodology. In this paper we report on our experiences of involving children in discussions about research and explore the numerous insights that the children provided. We conclude that while understanding children's perspectives on research and including children in the research process is important there are many issues which arise from doing so and which need to be reflected upon. These include issues around power and identity, the importance of the context, including local expectations of children as well as children's prior experiences, including how ‘vulnerable’ children are represented. 相似文献