Gatekeepers, guides and ghosts: intermediaries impacting access to schools during COVID-19

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH

Ethnography and Education Pub Date : 2022-03-17 DOI:10.1080/17457823.2022.2049332

Michelle Striepe, Christine Cunningham

引用次数: 2

Abstract

ABSTRACT This article reflects on the effect of gatekeepers, guides and ghosts on gaining access to research participants and field sites. Using a critically reflective approach, we examine our role as researchers and the roles of intermediaries in the process to access schools during the COVID-19 pandemic. Our findings show how gaining access is a non-linear process that is influenced by the agency of researchers and intermediaries at different contextual levels. Our analysis probes past research on gatekeepers, develops the emerging research on the role of guides and advances current understandings by introducing the concept of ghosts. Given the lack of detailed, contextualised accounts on how researchers gain access to schools during or after a crisis, our experiences add to current understandings by providing an ‘on the ground’ account on how research can be stymied or end with mixed results when it is viewed as a difficult undertaking.

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门卫、导游和幽灵：新冠肺炎期间影响入学的中介

摘要本文反思了看门人、向导和幽灵在访问研究参与者和现场网站方面的作用。在新冠肺炎大流行期间，我们采用批判性反思的方法，审视了我们作为研究人员的角色以及中介在入学过程中的角色。我们的研究结果表明，获得访问权限是一个非线性过程，受到不同背景水平的研究人员和中介机构的影响。我们的分析探讨了过去对看门人的研究，发展了对向导角色的新兴研究，并通过引入鬼魂的概念来推进当前的理解。鉴于缺乏关于研究人员如何在危机期间或之后进入学校的详细、情境化的描述，我们的经验通过提供一个“实地”的描述来增加目前的理解，即当研究被视为一项困难的任务时，研究如何会受阻或以好坏参半的结果结束。

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.