局内人能成为局外人吗？在熟悉的环境中进行民族志研究

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH

Ethnography and Education Pub Date : 2021-04-03 DOI:10.1080/17457823.2021.1905535

Iskender Gelir

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引用次数: 5

摘要

摘要本文讨论了在熟悉的环境中做一名研究人员的优点和缺点。这项研究是在土耳其的一家托儿所进行的。在人种学研究中，在熟悉的环境中进行研究在收集和分析数据方面发挥着重要作用。熟悉参与者和环境与研究人员与参与者共享相同语言和文化的“内在性”有关。定位的概念将用于讨论研究人员在实地调查中的定位。有人讨论了熟悉在进行民族志研究中的作用以及内部/外部的二分法。这项研究认为，对于内部研究人员来说，研究过程并非没有问题。它还表明，在熟悉的环境中作为内部人员有优势（例如种族和前教师）和劣势（作为男性研究人员）。该研究强调，研究人员做出安排是为了克服研究人员性别带来的挑战。

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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Can insider be outsider? Doing an ethnographic research in a familiar setting

ABSTRACT This paper discusses advantages and disadvantages of being a researcher in a familiar setting. This study was conducted in a nursery in Turkey. In ethnographic research, conducting research in a familiar setting plays an important role in collecting and analysing data. Familiarisation with participants and settings is associated with ‘insiderness’ that a researcher shares the same language and culture with participants. The concept of positionality will be used to discuss the researcher’s positionalities during the fieldwork. There has been a discussion about the role of familiarisation in conducting ethnographic studies and insider/outsider dichotomy. This study argues that the research process is not unproblematic for an insider researcher. It also indicates that there are advantages (e.g. ethnicity and former teacher) and disadvantages (being a male researcher) of being an insider in a familiar setting. The study highlights that the researcher made the arrangements to overcome challenges resulted from the researcher’s gender.

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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.