{"title":"好像我们不是朋友:从(去)物化到(重新)定位再回来","authors":"Sophie Del Fa","doi":"10.1080/17457823.2023.2272006","DOIUrl":null,"url":null,"abstract":"ABSTRACTBased on three vignettes taken from interviews with friends who were members of a social-ecological transition initiative of which I was both an active participant and a researcher, this paper explores ethnography in friendship. Breaking with the methodological proposals known as friendship as method, this text proposes to reflect on the ways friendship acts in ethnographic interviews. Through a ritual that unfolds during the interview, leading us to act ‘as if we were not friends’, this article seeks to ponder the types of knowledge produced and raises issues related to the researcher’s positioning within this kind of relationship. It turns out that the duo friendship-ethnography creates a particular space in which specific types of knowledges are produced and in which the researcher’s subjectivity is resolutely transformed.KEYWORDS: Ethnographic interviewfriendshipsknowledgepositionalityrelationships Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 Pseudonyms.2 (De Toledo Citation2021).3 Le fleuve qui voulait écrire tells the story of a constituent commission that is entrusted with the task of bringing the elements of nature (rivers, lakes, forests, valleys, oceans …) into political decision-making bodies.Additional informationFundingThis work was supported by the Social Sciences and Humanities Research Council of Canada.","PeriodicalId":46203,"journal":{"name":"Ethnography and Education","volume":null,"pages":null},"PeriodicalIF":1.1000,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"As if we were not friends: from (de)objectifying and (re)positioning and back\",\"authors\":\"Sophie Del Fa\",\"doi\":\"10.1080/17457823.2023.2272006\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"ABSTRACTBased on three vignettes taken from interviews with friends who were members of a social-ecological transition initiative of which I was both an active participant and a researcher, this paper explores ethnography in friendship. Breaking with the methodological proposals known as friendship as method, this text proposes to reflect on the ways friendship acts in ethnographic interviews. Through a ritual that unfolds during the interview, leading us to act ‘as if we were not friends’, this article seeks to ponder the types of knowledge produced and raises issues related to the researcher’s positioning within this kind of relationship. It turns out that the duo friendship-ethnography creates a particular space in which specific types of knowledges are produced and in which the researcher’s subjectivity is resolutely transformed.KEYWORDS: Ethnographic interviewfriendshipsknowledgepositionalityrelationships Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 Pseudonyms.2 (De Toledo Citation2021).3 Le fleuve qui voulait écrire tells the story of a constituent commission that is entrusted with the task of bringing the elements of nature (rivers, lakes, forests, valleys, oceans …) into political decision-making bodies.Additional informationFundingThis work was supported by the Social Sciences and Humanities Research Council of Canada.\",\"PeriodicalId\":46203,\"journal\":{\"name\":\"Ethnography and Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.1000,\"publicationDate\":\"2023-11-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Ethnography and Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/17457823.2023.2272006\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Ethnography and Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/17457823.2023.2272006","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
摘要
[摘要]本文通过对我积极参与和研究的社会生态转型倡议成员的朋友的采访,探讨了友谊中的民族志。打破被称为“友谊作为方法”的方法论建议,本文提出反思友谊在民族志访谈中的行为方式。通过在采访过程中展开的仪式,引导我们“好像我们不是朋友”,本文试图思考所产生的知识类型,并提出与研究者在这种关系中的定位相关的问题。事实证明,友谊与民族志的二元关系创造了一个特定的空间,在这个空间中,特定类型的知识得以产生,研究者的主体性也在这个空间中得到了坚决的转变。关键词:民族志访谈友谊知识职位关系披露声明作者未报告潜在的利益冲突。注1假名。2 (De Toledo Citation2021)《Le fleuve qui voulait crire》讲述了一个组织委员会的故事,该委员会的任务是将自然元素(河流、湖泊、森林、山谷、海洋……)纳入政治决策机构。本研究得到了加拿大社会科学与人文研究理事会的支持。
As if we were not friends: from (de)objectifying and (re)positioning and back
ABSTRACTBased on three vignettes taken from interviews with friends who were members of a social-ecological transition initiative of which I was both an active participant and a researcher, this paper explores ethnography in friendship. Breaking with the methodological proposals known as friendship as method, this text proposes to reflect on the ways friendship acts in ethnographic interviews. Through a ritual that unfolds during the interview, leading us to act ‘as if we were not friends’, this article seeks to ponder the types of knowledge produced and raises issues related to the researcher’s positioning within this kind of relationship. It turns out that the duo friendship-ethnography creates a particular space in which specific types of knowledges are produced and in which the researcher’s subjectivity is resolutely transformed.KEYWORDS: Ethnographic interviewfriendshipsknowledgepositionalityrelationships Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 Pseudonyms.2 (De Toledo Citation2021).3 Le fleuve qui voulait écrire tells the story of a constituent commission that is entrusted with the task of bringing the elements of nature (rivers, lakes, forests, valleys, oceans …) into political decision-making bodies.Additional informationFundingThis work was supported by the Social Sciences and Humanities Research Council of Canada.
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.