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Focused Ethnography: a Methodological Adaptation for Social Research in Emerging Contexts
Volume 16, No. 1, Art. 1 January 2015 Focused Ethnography: A Methodological Adaptation for Social Research in Emerging Contexts Sarah Wall Key words: Abstract: Ethnography is one of the oldest qualitative methods, yet increasingly, researchers from focused various disciplines are using and adapting ethnography beyond its original intents. In particular, a ethnography; form of ethnography known as "focused ethnography" has emerged. However, focused ethnography; ethnography remains underspecified methodologically, which has contributed to controversy about methodology; its essential nature and value. Nevertheless, an ever-evolving range of research settings, purposes, participant and questions require appropriate methodological innovation. Using the example of a focused observation; social ethnography conducted to study nurses' work experiences, this article will demonstrate how research particular research questions, the attributes of certain cultural groups, and the unique characteristics of specific researchers compel adaptations in ethnography that address the need for methodological evolution while still preserving the essential nature of the method. Table of Contents 1. Introduction 2. An Evolving Method 3. An Example of Focused Ethnography 4. Culture Revealed 4.1 Ideas, beliefs, and values 4.2 Knowledge, skills, and activities 4.3 Power and control 5. Discussion References Author Citation 1. Introduction Ethnography is one of the oldest qualitative research methods, originating in nineteenth century anthropology. Yet, researchers from various disciplines are now using and adapting ethnography beyond its origins as a result of philosophical reflections on the processes and purposes of the method. New fields of study, new kinds of questions, and new reasons for undertaking ethnographic studies have emerged, and with these, a form of ethnography known as "focused ethnography" has developed. -
Peace for Whom: Agency and Intersectionality in Post-War Bosnia and Herzegovina
Peace for Whom: Agency and Intersectionality in Post-War Bosnia and Herzegovina By Elena B. Stavrevska Submitted to Central European University Doctoral School of Political Science, Public Policy and International Relations In partial fulfilment of the requirements for the degree of Doctor of Philosophy Supervisor: Professor Michael Merlingen CEU eTD Collection Budapest, Hungary January 2017 Declaration I hereby declare that this thesis contains no materials accepted for any other degrees, in any other situation. Thesis contains no materials written and/or published by any other person, except when appropriate acknowledgement is made in the form of bibliographical reference. Elena B. Stavrevska Budapest, 09.01.2017 CEU eTD Collection i ABSTRACT Both peacebuilding practice and mainstream literature have predominantly approached the examination of post-war societies is a static and unidimensional manner, portraying events, practices, and actors as fixed in space, time, and identity. In line with that approach, peace and reconciliation have often been understood as a mirror image of the preceding war. Consequently, when the conflict is regarded as a clash between different ethnicities, peace is viewed as a state of those ethnicities coming together, which is then reflected in the decision- and policy-making processes. This understanding, using the prism of groupism whereby (ethnic) groups are analysed as the primary societal actors, ascribed with particular characteristics and agency, presupposes homogeneity of the groups in question. In so doing, it disregards the various intra-group struggles and the multiplicity of social identities beyond ethnicity. Furthermore, it also cements ethnicity as the most important, if not the only important political cleavage in the new, post-war reality. -
Critical Ethnography for School and Community
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Federation ResearchOnline CRITICAL ETHNOGRAPHY FOR SCHOOL AND COMMUNITY RENEWAL AROUND SOCIAL CLASS DIFFERENCES AFFECTING LEARNING John Smyth, Lawrence Angus, Barry Down, Peter McInerney Understanding and exploring complex and protracted social questions requires sophisticated investigative approaches. In this article we intend looking at a research approach capable of providing a better understanding of what is going on in schools, students and communities in “exceptionally challenging contexts” (Harris et al., 2006)—code for schools and communities that have as a result of wider social forces, been historically placed in situations of disadvantage. Ball (2006) summarized neatly the urgent necessity for research approaches that are theoretically tuned into being able to explore and explain what Bourdieu, Chamboredon & Passeron (1991) describe as a world that is “complicated, confused, impure [and] uncertain” (p. 259). Ball’s (2006) claim is for a research approach with the “conceptual robustness” to move us beyond the moribund situation we currently find ourselves in. As he put it: “Much of what passes for educational research is hasty, presumptive, and immodest” (p.9). What is desperately needed are theoretically adroit research approaches capable of “challenging conservative orthodoxies and closure, parsimony, and simplicity”, that retain “some sense of the obduracy and complexity of the social”, and that don’t continually “overestimate our grasp on the social world and underestimate our role in its management” (p. 9). Our particular interest here is in research orientations that are up to the task of uncovering what we know to be something extremely complex and controversial going on in schools, namely how it is that schools work in ways in which “class is achieved and maintained and enacted rather than something that just is! (Ball, 2006, p. -
Shadows in the Field Second Edition This Page Intentionally Left Blank Shadows in the Field
Shadows in the Field Second Edition This page intentionally left blank Shadows in the Field New Perspectives for Fieldwork in Ethnomusicology Second Edition Edited by Gregory Barz & Timothy J. Cooley 1 2008 1 Oxford University Press, Inc., publishes works that further Oxford University’s objective of excellence in research, scholarship, and education. Oxford New York Auckland Cape Town Dar es Salaam Hong Kong Karachi Kuala Lumpur Madrid Melbourne Mexico City Nairobi New Delhi Shanghai Taipei Toronto With offices in Argentina Austria Brazil Chile Czech Republic France Greece Guatemala Hungary Italy Japan Poland Portugal Singapore South Korea Switzerland Thailand Turkey Ukraine Vietnam Copyright # 2008 by Oxford University Press Published by Oxford University Press, Inc. 198 Madison Avenue, New York, New York 10016 www.oup.com Oxford is a registered trademark of Oxford University Press All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior permission of Oxford University Press. Library of Congress Cataloging-in-Publication Data Shadows in the field : new perspectives for fieldwork in ethnomusicology / edited by Gregory Barz & Timothy J. Cooley. — 2nd ed. p. cm. Includes bibliographical references and index. ISBN 978-0-19-532495-2; 978-0-19-532496-9 (pbk.) 1. Ethnomusicology—Fieldwork. I. Barz, Gregory F., 1960– II. Cooley, Timothy J., 1962– ML3799.S5 2008 780.89—dc22 2008023530 135798642 Printed in the United States of America on acid-free paper bruno nettl Foreword Fieldworker’s Progress Shadows in the Field, in its first edition a varied collection of interesting, insightful essays about fieldwork, has now been significantly expanded and revised, becoming the first comprehensive book about fieldwork in ethnomusicology. -
Mongolian University Students’ Subjectivities
‘Do You Ride Horses?’: Discursive Constructions of Chinese Minority ‘Mongolian University Students’ Subjectivities Yongxia Zhang Bachelor of Economics Master of Literature The thesis is presented for the degree of Doctor of Philosophy The University of Newcastle June 2014 Statement of Originality The thesis contains no material which has been accepted for the award of any other degree or diploma in any university or other tertiary institution and, to the best of my knowledge and belief, contains no material previously published or written by another person, except where due reference has been made in the text. I give consent to the final version of my thesis being made available in the text. I give consent to the final version of my thesis being made available worldwide when deposited in the University’s Digital Repository, subject to the provisions of the Copyright Act 1968. Signed___ __________Date June 26, 2014________________ i Acknowledgements This thesis would have been impossible without the constant guidance, support and encouragement from various people to whom I owe my respect and gratitude. Firstly, I would like to express my deepest gratitude to my supervisors, Dr. ZSuzsa Millei and Dr. Eva Bendix Petersen at Newcastle University, who provided me their committed academic expertise, valuable feedback and continued encouragement. I feel profoundly fortunate to have them as my supervisors over the years. I am very grateful for their productive and continued support for me and my work. They are always available whenever I had issues to discuss. I am also very grateful to Professor Jim Albright for his intelligence, experienced guidance and generous help in my thesis writing. -
Social Reproduction and Migrant Education: a Critical Sociolinguistic Ethnography of Burmese Students’ Learning Experiences at a Border High School in China
Department of Linguistics Faculty of Human Sciences Social Reproduction and Migrant Education: A Critical Sociolinguistic Ethnography of Burmese Students’ Learning Experiences at a Border High School in China By Jia Li (李佳) This thesis is presented for the degree of Doctor of Philosophy November 2016 i Table of Contents Abstract ........................................................................................................................ viii Statement of Candidate ................................................................................................... x Acknowledgements ....................................................................................................... xi List of Figures .............................................................................................................. xvi List of Tables .............................................................................................................. xvii List of Abbreviations and Acronyms ........................................................................xviii Glossary of Burmese and Chinese terms ..................................................................... xix Chapter One: Introduction .............................................................................................. 1 1.1 Research problem ................................................................................................. 1 1.2 Introducing the research context at the China-and-Myanmar border ................... 4 1.3 China’s rise and Chinese language -
Deleuze's “Event” As Method for Critical Ethnography
______________________________________________________________________________ Toward a Methodology of Death: Deleuze’s “Event” as Method for Critical Ethnography ______________________________________________________________________________ Sophia Rodriguez, College of Charleston Abstract This article examines how qualitative researchers, specifically ethnographers, might uti- lize complex philosophical concepts in order to disrupt the normative truth-telling prac- tices embedded in social science research. Drawing on my own research experiences, I move toward a methodology of death (for researcher/researched alike) grounded in Deleuze’s philosophy-as-method and his concept of event. I approach ethnographic re- search with this concept in mind in order to unpack the experiences of Latino immigrant youth activism during a critical ethnography in Chicago. I suggest that new ways of think- ing with Deleuze in qualitative inquiry might offer a breakthrough/breakdown and death of systems of thought that position research subjects in limiting ways, ultimately arguing that Deleuzian “event” offers the possibility for the birth of new selves. Keywords: Deleuze, youth identity, urban education, poststructuralist critical ethnography We were arrested. The handcuffs felt tight on our wrists. We claimed that space. I do activist things even though I’m nothing. –Youth Activists, Amelia and Penny Introduction Koro-Ljungberg, Carlson, Tesar, and Anderson (2014) recently argued, “philosophy as method is an engagement, an ethical relationship with thought. Philosophy as a method brings theory into the practice and ontologies into the research processes” (p. 5). This ethical dimension of philoso- phy is also documented in ethnography. For instance, Stich, Cipollone, Nikischer and Weis (2012) claim, “qualitative research, ethnography in particular, is deeply personal” (p. 463). The deeply personal aspects of qualitative inquiry, and ethnography specifically, raise philosophical questions of method that are the “conceptual epicenter” of research (Smagorinsky, 2008). -
Redacted for Privacy Warren N
AN ABSTRACT OF THE DISSERTATION OF Golden Munyaka for the degree of Doctor of Philosophy in Education presented on August 1, 2003. Title:Integrating Indigenous knowledge intothe Community Development Process: The Zimbabwean Experience Abstract approved: Redacted for Privacy Warren N. Suzuki This study is a critical ethnography of my professional career as an educator born and raised in the Shona culture in Zimbabwe. In this metaphysical study I reconstruct a worldview that I consider to be representative of Shona customs and beliefs. Doing this project has challenged my own ethnic identity as I struggled to position myself on the emic-etic continuum. As a young educator, I believed my professional practice was rooted in the high professional ethics of"modern science." Today as I come to the end of this particular journey, I have raised more questions than answers. To what extend does "modern science" represent the worldviews of indigenous people like me? More still, to what extend does the development of knowledge and technology engage rural indigenous communities? Is it possible for rural indigenous communities to achieve sustainable development as outsiders to the "scientific" community? The questions I have raised in this study have led me to understand that the current state of "development" as a concept and discourse needs to be redefined from the perspective of ordinary rural people. Universal notions of development have failed to inform policy makers and researchers on how to solve social problems of poverty and access to basic services likeclean water,food,shelter, and affordable health care and education. Globalization as the new manifestation of "modernity" is leading to increased exclusion of disadvantaged communities, mostly women and indigenous rural people, from enjoying the benefits of new knowledge and advanced technology. -
University of Huddersfield Repository
University of Huddersfield Repository Roche, Heather Dialogue and Collaboration in the Creation of New Works for Clarinet Original Citation Roche, Heather (2011) Dialogue and Collaboration in the Creation of New Works for Clarinet. Doctoral thesis, University of Huddersfield. This version is available at http://eprints.hud.ac.uk/17512/ The University Repository is a digital collection of the research output of the University, available on Open Access. Copyright and Moral Rights for the items on this site are retained by the individual author and/or other copyright owners. Users may access full items free of charge; copies of full text items generally can be reproduced, displayed or performed and given to third parties in any format or medium for personal research or study, educational or not-for-profit purposes without prior permission or charge, provided: • The authors, title and full bibliographic details is credited in any copy; • A hyperlink and/or URL is included for the original metadata page; and • The content is not changed in any way. For more information, including our policy and submission procedure, please contact the Repository Team at: [email protected]. http://eprints.hud.ac.uk/ 1 Dialogue and Collaboration in the Creation of New Works for Clarinet Heather Roche A thesis submitted to the University of Huddersfield in partial fulfilment of the requirements for the degree of Doctor of Philosophy September 2011 2 ACKNOWLEDGEMENTS.................................................................................4 STATEMENT OF -
Negotiating Roma Identity in Contemporary Urban Romania: an Ethnographic Study
NEGOTIATING ROMA IDENTITY IN CONTEMPORARY URBAN ROMANIA: AN ETHNOGRAPHIC STUDY Anca N. Birzescu A Dissertation Submitted to the Graduate College of Bowling Green State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY December 2013 Committee: Radhika Gajjala, Advisor Karen M. Kakas Graduate Faculty Representative Lara Martin Lengel Lynda Dixon © 2013 Anca Birzescu All Rights Reserved iii ABSTRACT Radhika Gajjala, Advisor This dissertation is a critical ethnography of the Roma ethnic minority in post- communist Romania within the socio-economic and political context of the country’s post-accession to the European Union. The focus broadly is on the identity negotiation of the Roma minority in Romanian urban space. To this end, I explore Roma communicative practices in capital city of Bucharest. I examine the urban intercultural contact zones that represent Roma-non Roma relations and interactions. I draw on the productive “travelling” postcolonial theories and translate them into an examination of the Roma minority in Romanian physical space. My ethnography is informed by postcolonial theoretical frameworks that challenge the seemingly dichotomous colonizer/colonized relation. I look at discursive practices among Roma individuals suggesting alternative epistemes to allow for a nuanced understanding of the Roma-non Roma encounter. My methods include in-depth interviews, participant observation, and direct observation. The personal narratives of the 35 participants involved in this study emphasize a range of identity negotiation patterns. These reveal in turn complex, interrelated configurations of internalized oppression, passing, and hybridity that make possible both resistance and conformity to the dominant cultural production of the Gypsy Other. -
Measuring Making: Methods, Tools, and Strategies for Capturing Learning, Participation, and Engagement in Maker Activities
AERA 2018 Structured Poster Session Session Title: Measuring Making: Methods, Tools, and Strategies for Capturing Learning, Participation, and Engagement in Maker Activities Session Abstract: In this structured poster session, we explore the current field of maker assessments. As making continues to enter different educational spaces, scholars and practitioners have struggled to capture the quality of learning, participation, and engagement that takes place as a result. We bring together scholars looking at a diverse range of maker activities to address two queries: 1) What standards and measures of success do different maker educators and researchers employ? 2) What are the different strategies, tools, and methods that they use to capture these? By compiling and cataloging these new approaches, our goal is not only to develop an ongoing research agenda, but also to think more holistically about the value of making as an educational practice. Session Summary: In recent years, making has become more established within formal and informal educational spaces (Peppler, Halverson, & Kafai, 2016a, 2016b). As this trend continues, it becomes important to consider what counts as success in the field, especially in terms of individual outcomes. In other words, what knowledge, skills, perspectives, or experiences do we want participants to gain from this type of activity, and how do we measure these? Answering this question becomes especially important considering the diversity of these activities - for as many programs as exist, there are as many -
New Populisms and the European Right and Far Right Parties. the Challenge and the Perspectives for the Left
NEW POPULISMS AND THE EUROPEAN RIGHT AND FAR RIGHT PARTIES. THE CHALLENGE AND THE PERSPECTIVES FOR THE LEFT NUOVI POPULISMI E LE DESTRE ESTREME IN EUROPA LE SFIDE E LE PROSPETTIVE PER LA SINISTRA 1 EDIZIONI PUNTO ROSSO Via G. Pepe 14 – 20159 Milano Telefoni e fax 02/87234046 [email protected]; www.puntorosso.it Redazione delle Edizioni Punto Rosso: Nunzia Augeri, Alessandra Balena, Eleonora Bonaccorsi, Laura Cantelmo, Loris Caruso, Serena Daniele, Dilva Giannelli, Roberto Mapelli, Stefano Nutini, Giorgio Riolo, Roberta Riolo, Nelly Rios Rios, Erica Rodari, Pietro Senigaglia, Domenico Scoglio, Franca Venesia. 2 Presentation Giorgio Riolo Introduction. Peril from the Right Walter Baier Why Populism? Ernesto Laclau The Populism of Precarity Andrea Fumagalli The extreme right and right-wing populism in Germany Gerd Wiegel (Translation: Susann Kamme-Davies) Italy: The Northern League and Berlusconi’s Populism Roberto Biorcio Nach Rechts! Demystifying the Rise of Populist and the Far-Right in Post-Transition Hungary Adam Fabry The Panorama of the European Extreme Right: Populisms and Extreme Rights, East and West Saverio Ferrari Right-wing political models for the future of Europe: What is the Political Right up to in the European Parliament? Thilo Janssen Confronting the Extreme Right: A Challenge for the Left Lessons Learned From the 2012 Elections in France Elisabeth Gauthier Beyond the Extreme Right: the European Populist Challenge Yannis Stavrakakis Why Ever Should the Working Class Vote for the Left? Mimmo Porcaro Conclusions Luciana Castellina Nicola Nicolosi Annex Karlsruhe’s Shortsightedness Luciana Castellina From “Il Manifesto”, 13 September 2012 3 WORKSHOP New populisms are haunting Europe. These populisms are shaping the European political Rights.