A meta-ethnography of two studies on interactions in schools: reflections on the process of translation |
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| Authors: | Michalis Kakos |
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| Institution: | School of Education and Childhood, Leeds Beckett University, Leeds, UK |
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| Abstract: | ABSTRACTThis paper reflects upon our experience gained from engagement in a meta-ethnography of two studies on interactions between teachers and students in schools situated in England and Germany. Starting with a short overview of Noblit and Hare’s (1988 Noblit, G. W., and R. D. Hare. 1988. Meta-Ethnography: Synthesizing Qualitative Studies. Newbury Park, CA: Sage.Crossref] , Google Scholar]) conceptualisation of the method, the paper outlines the meta-ethnography we undertook especially focusing on the process of translation. We present the findings of our study which show teachers’ understanding of the pastoral aspect of their role as incompatible with demands related to their performance and to those associated with their institutional responsibilities. We show also how attempts to develop personalised interactions with students may reinforce students’ vulnerability. Our final discussion contributes our own deliberations about the potentials and challenges of the method, especially in relation to the role of the ethnographers and their relationship to the meta-ethnographic field. |
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| Keywords: | Meta-ethnography qualitative synthesis teacher–student interactions vulnerability pastoral care |
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