‘Is he allowed to have a crush on you?’ interrupting adultism in fieldwork with youth*

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH

Ethnography and Education Pub Date : 2020-04-02 DOI:10.1080/17457823.2019.1568273

Beth Douthirt-Cohen, Tomoko Tokunaga

引用次数: 4

Abstract

ABSTRACT Scholars have called for ethnographers to reveal the emotional and controversial aspects of fieldwork. Through analysis of our fieldwork with teens in the United States and Japan, this article documents how we, two adult researchers, attempted to address adultism—a pervasive system of oppression that deems young people inferior. We discuss three types of encounters which we believe reflect how adultism operated in our fieldwork and the challenges related to de-stabilising it. The encounters revealed specific patterns and manifestations of adultism including 1) how adults regulated young people’s identities, 2) our assumptions about what rapport and reciprocity with youth meant, and 3) the dilemmas of whether or not to deploy adult power to intervene in youth dynamics we found to be troublesome. This article suggests that adult researchers reflexively examine and document challenging and unsettling moments with youth in fieldwork in order to interrupt and unlearn adultist behaviours and beliefs.

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“他可以暗恋你吗？”用青春打断田野调查中的通奸*

学者们呼吁民族志学家揭示田野调查中情感和争议的方面。通过分析我们对美国和日本青少年的实地调查，本文记录了我们作为两名成年研究人员如何试图解决通奸问题——一种普遍存在的压迫制度，认为年轻人低人一等。我们讨论了三种类型的遭遇，我们认为这反映了通奸在我们的实地调查中是如何运作的，以及与去稳定它相关的挑战。这些遭遇揭示了通奸的具体模式和表现，包括1）成年人如何调节年轻人的身份，2）我们对与年轻人的融洽和互惠意味着什么的假设，以及3）是否利用成年人的力量来干预我们发现很麻烦的青少年动态的困境。这篇文章建议，成年研究人员在实地调查中反射性地检查和记录年轻人的挑战和不安时刻，以打断和忘记通奸行为和信仰。

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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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.