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Ethnography and Education最新文献

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To be respectable, to be good – aspirations of young people in the context of everyday precariousness in Bangladesh 受人尊敬，做好人——孟加拉国日常不稳定背景下年轻人的愿望
IF 0.5
Ethnography and Education Pub Date : 2022-04-20 DOI: 10.1080/17457823.2022.2062573
Jiniya Afroze
{"title":"To be respectable, to be good – aspirations of young people in the context of everyday precariousness in Bangladesh","authors":"Jiniya Afroze","doi":"10.1080/17457823.2022.2062573","DOIUrl":"https://doi.org/10.1080/17457823.2022.2062573","url":null,"abstract":"ABSTRACT This article explores how young people navigate their aspiration to education and work within precariousness in a camp in Bangladesh. Drawing on ethnographic research conducted at an Urdu-speaking Bihari camp in Dhaka, Bangladesh, the findings presented in this paper illustrate how gender and generational expectations play mediating roles in young people’s aspiration formation. The discussions present that the relationship between aspiration construction and affective orientations for young people is more complex than often imagined. The findings shed light on the importance of having a more nuanced and relational understanding of young people’s affective expressions and experiences that navigate their aspiration formation and shape experiences of sacrifice, suffering, seclusion, and hope.","PeriodicalId":46203,"journal":{"name":"Ethnography and Education","volume":"17 1","pages":"241 - 258"},"PeriodicalIF":0.5,"publicationDate":"2022-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46373118","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
What can Bourdieu offer the ethnographer in neoliberal times: reflecting on methodological possibilities 布迪厄能为新自由主义时代的民族志学者提供什么:对方法论可能性的反思
IF 0.5
Ethnography and Education Pub Date : 2022-04-20 DOI: 10.1080/17457823.2022.2062676
M. Cottle
{"title":"What can Bourdieu offer the ethnographer in neoliberal times: reflecting on methodological possibilities","authors":"M. Cottle","doi":"10.1080/17457823.2022.2062676","DOIUrl":"https://doi.org/10.1080/17457823.2022.2062676","url":null,"abstract":"ABSTRACT This article demonstrates how Bourdieu’s field theory can be used to systematise ethnographic insights, establishing and validating connections between the micro-level of participants’ experiences and macro-level contexts, whilst complementing and facilitating the reflexivity that has long been part of ethnographic traditions. Combining an ethnographic methodological design with a Bourdieusian conceptual framework provides opportunities for powerful critical analysis and contextualised socio-political commentary, particularly in the context of the neoliberalisation of education at all levels. To illustrate, this article presents examples from a study that examines the dilemmas that English primary school teachers experience as they try to enact creative pedagogies, which emphasise innovation, flexibility and autonomy, whilst adhering to neoliberal policy directives that demand conformity and standardisation. Bourdieu offers a language to acknowledge and explain such tensions as well as exposing ‘common sense’ neoliberal narratives and the mechanisms which embed relationships of domination into educational institutions and other social structures.","PeriodicalId":46203,"journal":{"name":"Ethnography and Education","volume":"17 1","pages":"331 - 347"},"PeriodicalIF":0.5,"publicationDate":"2022-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43298321","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
Co-authoring speeches, constructing collective identity: Brazilian youth movements from ethnographic and discursive analytic perspectives 共同创作演讲，构建集体身份：从民族志和话语分析的角度看巴西青年运动
IF 0.5
Ethnography and Education Pub Date : 2022-04-14 DOI: 10.1080/17457823.2022.2057806
Alice Y. Taylor
{"title":"Co-authoring speeches, constructing collective identity: Brazilian youth movements from ethnographic and discursive analytic perspectives","authors":"Alice Y. Taylor","doi":"10.1080/17457823.2022.2057806","DOIUrl":"https://doi.org/10.1080/17457823.2022.2057806","url":null,"abstract":"ABSTRACT Youth movements rose in Brazil in the past decade, fighting for equitable access to education alongside plural – anti-capitalist, anti-racist, and feminist – struggles. This article examines interactions by which Brazilian youth activists organise, politicise, and define who constitutes a movement. It focuses on a 2019 public hearing to defend race- and class-based affirmative action. Taking a discursive analytic approach situated within a broader ethnographic study, the findings highlight the collective nature of youth practices and identity. Youth activists shape a sense of belonging by emphasising ‘we’ and ‘us’ pronouns in a speech; develop audience co-authorship as they listen and chant together; and co-construct chants before initiating them in the crowd. The analysis contributes to understanding hybrid (on- and offline), multimodal educational practices and interactions in movements as youth articulate race, generation/age, class, and place. In doing so, youth construct collective identity and generate movement power.","PeriodicalId":46203,"journal":{"name":"Ethnography and Education","volume":"17 1","pages":"293 - 313"},"PeriodicalIF":0.5,"publicationDate":"2022-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48950417","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Thanks to referees 感谢裁判
IF 0.5
Ethnography and Education Pub Date : 2022-03-25 DOI: 10.1080/17457823.2022.2055329
{"title":"Thanks to referees","authors":"","doi":"10.1080/17457823.2022.2055329","DOIUrl":"https://doi.org/10.1080/17457823.2022.2055329","url":null,"abstract":"(2022). Thanks to referees. Ethnography and Education: Vol. 17, No. 1, pp. 89-89.","PeriodicalId":46203,"journal":{"name":"Ethnography and Education","volume":"10 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138530366","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Gatekeepers, guides and ghosts: intermediaries impacting access to schools during COVID-19 门卫、导游和幽灵：新冠肺炎期间影响入学的中介
IF 0.5
Ethnography and Education Pub Date : 2022-03-17 DOI: 10.1080/17457823.2022.2049332
Michelle Striepe, Christine Cunningham
{"title":"Gatekeepers, guides and ghosts: intermediaries impacting access to schools during COVID-19","authors":"Michelle Striepe, Christine Cunningham","doi":"10.1080/17457823.2022.2049332","DOIUrl":"https://doi.org/10.1080/17457823.2022.2049332","url":null,"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.","PeriodicalId":46203,"journal":{"name":"Ethnography and Education","volume":"17 1","pages":"275 - 292"},"PeriodicalIF":0.5,"publicationDate":"2022-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49113437","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Disputed futures: rural entrepreneurship and migration in postsecondary trajectories on the Ecuador–Colombia Border 有争议的未来:厄瓜多尔-哥伦比亚边境的农村创业和高等教育轨迹中的移民
IF 0.5
Ethnography and Education Pub Date : 2022-03-15 DOI: 10.1080/17457823.2022.2049333
Diana Rodríguez-Gómez
{"title":"Disputed futures: rural entrepreneurship and migration in postsecondary trajectories on the Ecuador–Colombia Border","authors":"Diana Rodríguez-Gómez","doi":"10.1080/17457823.2022.2049333","DOIUrl":"https://doi.org/10.1080/17457823.2022.2049333","url":null,"abstract":"ABSTRACT This article examines the future as a technique of government aimed at controlling young people’s relationships to the present. It analyses the futures deemed feasible in a school located in a border area affected by the Colombian armed conflict. Based on ethnographic data collected primarily between 2013 and 2014, this study highlights the future’s regulatory nature and the types of commitments it seeks to generate in students. By examining the ideas and practices that align students’ horizons with state needs, this research reveals the tensions between an institutionalised future packaged as a rural entrepreneurship project and students’ aspirations for geographical and social mobility.","PeriodicalId":46203,"journal":{"name":"Ethnography and Education","volume":"17 1","pages":"314 - 330"},"PeriodicalIF":0.5,"publicationDate":"2022-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43683446","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Navigating conflicting desires: parenting practices and the meaning of educational work in urban East Asia 在冲突的欲望中导航:东亚城市教育工作的父母实践和意义
IF 0.5
Ethnography and Education Pub Date : 2022-03-01 DOI: 10.1080/17457823.2022.2042708
Kristina Göransson, Yoonhee Kang, Y. Kim
{"title":"Navigating conflicting desires: parenting practices and the meaning of educational work in urban East Asia","authors":"Kristina Göransson, Yoonhee Kang, Y. Kim","doi":"10.1080/17457823.2022.2042708","DOIUrl":"https://doi.org/10.1080/17457823.2022.2042708","url":null,"abstract":"ABSTRACT Today parents are faced with increasing expectations to attend to their young children’s learning and cognitive development. South Korea and Singapore are well-known for their competitive education systems and for consistently topping international student assessment tests. They also share an inflated private tuition industry, fuelled by the assumption that parents are compelled to invest substantial resources and time to support their children's development and education. Based on ethnographic fieldwork in Seoul and Singapore, the article explores how middle-class parents of pre- and primary school children negotiate seemingly conflicting aspirations of academic achievement versus emotional well-being and resilience. The findings unveil how parents strive to cultivate positive attitudes towards learning through management of time and space in everyday life. In particular, it draws attention to the moral imperative to raise children who enjoy learning, as a way to reconcile parents’ twofold aspiration to upskill their children and cultivate their emotional well-being.","PeriodicalId":46203,"journal":{"name":"Ethnography and Education","volume":"17 1","pages":"160 - 178"},"PeriodicalIF":0.5,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46712483","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Writing and theorising with photographs taken by children 用儿童拍摄的照片写作和理论
IF 0.5
Ethnography and Education Pub Date : 2022-02-16 DOI: 10.1080/17457823.2022.2039258
Kristiina Eskelinen, Ulla-Maija Salo
{"title":"Writing and theorising with photographs taken by children","authors":"Kristiina Eskelinen, Ulla-Maija Salo","doi":"10.1080/17457823.2022.2039258","DOIUrl":"https://doi.org/10.1080/17457823.2022.2039258","url":null,"abstract":"ABSTRACT In this article, inspired by the idea of using data to think with theory [Jackson, A., and L. Mazzei. 2012. Thinking with Theory in Qualitative Research: Viewing Data Across Multiple Perspectives. London: Routledge], we explore how our ethnographic visual data will be ‘thought’, ‘theorised’ and verbalised using concepts such as the photo elicitation method, punctum and the decisive moment. These concepts are ‘plugged in’ to the data as we explore what new aspects the concepts produce for our analysis. In our ethnographic data, children photographed their ordinary afternoons during after-school activities. As to the analysis, our challenge is twofold: firstly, how does one verbalise photographs and, secondly, how can one write about photographs, specifically those taken by children. Following Jackson and Mazzei, the specific concepts were ‘arrested’ in order to help us extend our analysis.","PeriodicalId":46203,"journal":{"name":"Ethnography and Education","volume":"17 1","pages":"142 - 159"},"PeriodicalIF":0.5,"publicationDate":"2022-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44639097","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Towards a contemplative approach to ethnography and education: an ethnography of a contemplative classroom at a North American university 走向民族志与教育的沉思方法:北美一所大学沉思课堂的民族志研究
IF 0.5
Ethnography and Education Pub Date : 2022-02-10 DOI: 10.1080/17457823.2022.2036215
Yuki Imoto
{"title":"Towards a contemplative approach to ethnography and education: an ethnography of a contemplative classroom at a North American university","authors":"Yuki Imoto","doi":"10.1080/17457823.2022.2036215","DOIUrl":"https://doi.org/10.1080/17457823.2022.2036215","url":null,"abstract":"ABSTRACT This paper gives an ethnographic account of a contemplative class at an elite university in the US. The contemplative class, which incorporates mindfulness-based practices, took on the function of unravelling time, and of challenging the credit-oriented culture of the university. The opening up of time and credits allows for a safe communal space to explore ‘vulnerability’ and ‘authenticity’. As the semester progressed, ‘vulnerability’ and ‘authenticity’ came to be recognised as ‘skills’ to be performed in the class among some students. The conundrum is that these terms are grasped through experience, as relational, non-dualistic ways of being. An ethnographic account of a contemplative class thus begins and ends with the author’s own experience of ontological transformations through contemplative practice. The paper leaves open the question of how a contemplative approach to ethnography might be construed.","PeriodicalId":46203,"journal":{"name":"Ethnography and Education","volume":"17 1","pages":"122 - 141"},"PeriodicalIF":0.5,"publicationDate":"2022-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47004343","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The ecology of global, collaborative ethnography: metho-pedagogical moves in research on climate change with youth in pandemic times 全球合作民族志的生态学：与疫情时期的年轻人一起研究气候变化的教学方法
IF 0.5
Ethnography and Education Pub Date : 2022-01-28 DOI: 10.1080/17457823.2022.2025879
K. Gallagher, N. Cardwell, Danielle Denichaud, Lindsay Valve
{"title":"The ecology of global, collaborative ethnography: metho-pedagogical moves in research on climate change with youth in pandemic times","authors":"K. Gallagher, N. Cardwell, Danielle Denichaud, Lindsay Valve","doi":"10.1080/17457823.2022.2025879","DOIUrl":"https://doi.org/10.1080/17457823.2022.2025879","url":null,"abstract":"ABSTRACT This article explores the nature of ethnographic collaboration during the harrowing and unpredictable times of a global pandemic. Documenting Year Two of a five-year, multi-sited ethnographic study, which necessitated virtual fieldwork in global drama classrooms (in Canada, India, Colombia, Taiwan, England, Greece), we offer a theoretical picture and practical illustrations of the ‘metho-pedagogical’ adaptations and observations made by the Toronto site team. For our study of youth and the climate emergency, we use an arts-led and youth-driven research process to provoke ‘listening bodies’ and the co-emergence of youth, artists, researchers, and research projects towards a more relational climate consciousness, a future created in the now. The prominence of ‘presence’ in our project took on an urgent and surprisingly intimate quality owing to the global pandemic in which we all suddenly found ourselves.","PeriodicalId":46203,"journal":{"name":"Ethnography and Education","volume":"17 1","pages":"259 - 274"},"PeriodicalIF":0.5,"publicationDate":"2022-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43600149","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
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